Research Environment

• Department of Curriculum and Instruction (C&I)
• Department of Early Childhood Education (ECE)
• Department of Education Policy and Leadership (EPL)
• Department of International Education (IE)
• Department of Psychology (PS)
• Department of Special Education and Counselling (SEC)

• Department of Chinese Language Studies (CHL)
• Department of English Language Education (ELE)
• Department of Linguistics and Modern Language Studies (LML)
• Department of Literature and Cultural Studies (LCS)
• Centre for Language in Education (CLE)

• Department of Cultural and Creative Arts (CCA)
• Department of Health and Physical Education (HPE)
• Department of Mathematics and Information Technology (MIT)
• Department of Science and Environmental Studies (SES)
• Department of Social Sciences and Policy Studies (SSPS)

Academy for Applied Policy Studies and Education Futures (AAPSEF)

• Applied Economics and Manpower Policy Research Centre (AEMPRC) 
• Artificial Intelligence and Digital Competency Education Centre (AIDCEC) 
• Centre for Entrepreneurship and Innovation Education (CEIE) 
• Centre for Higher Education Leadership and Policy Studies (CHELPS)
• National Security and Legal Education Research Centre (NSLERC)
• STEAM Education and Innovation Centre (STEAMEIC)

Academy for Educational Development and Innovation (AEDI)

• Centre for Chinese and Multilingual Education Development (CCMED)
• Centre for Classical Chinese Education (CCCE)
• Centre for Excellence in Learning and Teaching (CELT)
• Centre for Religious and Spirituality Education (CRSE)
• CKC TechCulture Innovation Centre (CKCTIC)
• Global Research Institute for Finnish Education (GRIFE)
• Institute of Professional and Vocational Education and Lifelong Learning (IPVELL)
• Institute of Special Needs and Inclusive Education (ISNIE)
• Xiqu and Intangible Cultural Heritage Centre (XICH)

University-level Research Centres

• Academy of Hong Kong Studies (AHKS)
• Analytics\Assessment Research Centre (ARC)
• The Joseph Lau Luen Hung Charitable Trust Asia Pacific Centre for Leadership and Change (APCLC)

Faculty-level Research Centres

• Centre for Child and Family Science (CCFS)
• Centre for Educational and Developmental Sciences (CEDS)
• Centre for Psychosocial Health (CPH)
• Integrated Centre for Wellbeing (I-WELL)
• Centre for Research on Chinese Language and Education (CRCLE)
• Centre for Research on Linguistics and Language Studies (CRLLS)
• International Research Centre for Cultural Studies (IRCCS)
• Research Centre for Chinese Literature & Literary Culture (RCCLLC)
• Centre for Environment and Sustainable Development (CESD)
• Research Centre for Transmission of Cantonese Opera (RCTCO)

Faculty-level Professional Development Centres

• Centre for Excellence in Learning and Teaching (CELT)
• Centre for Religious and Spirituality Education (CRSE)
• Centre for Special Educational Needs and Inclusive Education (CSENIE)

In EdUHK, we have over 400 researchers specializing in a wide variety of topics. Their profiles and research interests can be found here:

• https://www.eduhk.hk/en/experts
• https://repository.eduhk.hk/en/persons/?allConcepts=true&nofollow=true&format

Our past and current RPg students have produced a lot of high-calibre research output. Their cutting-edge research and findings have been published in leading academic journals. The following publications are the top prize winners of the Postgraduate Students Publication Award 2020/21:

Awardee: CHEN Xieling (Department of Mathematics and Information Technology)
Paper title: Twenty-five years of computer-assisted language learning: A topic modeling analysis
Journal: Language Learning & Technology
Abstract: The advance of educational technologies and digital devices have made computer-assisted language learning (CALL) an active interdisciplinary field with increasing research potential and topic diversity. Questions like “what topics and technologies attract the interest of the CALL community?,” “how have these topics and technologies evolved?,” and “what is the future of CALL?” are key to understanding where the CALL field has been and where it is going. To help answer these questions, the present review combined structural topic modeling, the Mann-Kendall trend test, and hierarchical clustering with bibliometrics to investigate the research status, trends, and prominent issues in CALL from 1,295 articles over the past 25 years ending in 2020. Major findings revealed that Social Sciences Citation Indexed journals such as Computer Assisted Language Learning, Language Learning & Technology, and ReCALL contributed most to the field. Topics that drew the most interest included mobile-assisted language learning, project-based learning, and blended learning. Topics drawing increasing research interest include mobile-assisted language learning, seamless learning, wiki-based learning, and virtual world and virtual reality. Additionally, the development of mobile devices, games, and virtual worlds continuously promote research attention. Finally, the review showed that scholars and educators are integrating different technologies, such as the mixed use of mobile technology and glosses/annotations for vocabulary learning, and their application into various contexts; one such context being the integration of digital multimodal composing into blended project-based learning.
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Awardee: MULVEY Benjamin Joseph (Department of International Education)
Paper title: “Decentring” international student mobility: The case of African student migrants in China
Journal: Population, Space and Place
Abstract: Despite the growth in numbers and geopolitical relevance of African students in China, research focusing on this body of student migrants remains scarce. This article presents an empirical investigation and postcolonial theorisation of student migration between Africa and China. Drawing on data from semi-structured interviews with 40 African students, I provide an account of the decision-making processes that lead African student migrants to study in Chinese universities. The article explores how this process is mediated by global power asymmetries, specifically China’s position within the (post)colonial world system relative to African nations. Four examples are given of student decision-making processes which are shaped by structural inequalities, and challenge existing understandings of who moves overseas to study for a degree and to what ends. These are as follows: underprivileged students benefiting from China’s political manoeuvring, students who are coerced into moving overseas, students who are middle class but not affluent by global standards, and elites who take advantage of social networks to secure diplomatic scholarships.
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Awardee: WANG Lei (Department of Special Education and Counselling)
Paper title: Unpacking the relations between home literacy environment and word reading in Chinese children: The influence of parental responsive behaviors and parents’ difficulties with literacy activities
Journal: Early Childhood Research Quarterly
Abstract: In this study, we examined the relationship of family socioeconomic status (SES), children’s interest in reading, home literacy environment and children’s word reading, as well as the moderation of parents’ perceived difficulties with literacy activities on the relationship in China. One hundred and ninety-four first grade students and their parents (119 boys, 75 girls; mean age = 86.20 months) were recruited. The parents completed a questionnaire on their education, occupation, home literacy environment, and their children’s interest in reading. The children were tested for Chinese character reading and reading fluency. The results showed that the effects of formal home literacy experiences and access to literacy resources on word reading were significant. Moreover, for parents having little difficulty with literacy activities (i.e., those more capable and more available to conduct literacy activities), the effect of formal home literacy experiences on word reading was negative when the frequency of formal literacy experiences was low, and became positive as the frequency increased. However, for parents experiencing high levels of difficulty, the effect of formal home literacy experiences increased monotonically. Finally, the indirect effects of children’s interest in reading and family SES on word reading were significant. Our findings indicated that the difficulty of teaching to read Chinese and parents’ particular attentiveness to children’s academic success may be keys to expound the unique results found in the home literacy environment studies in Chinese societies.
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Awardee: YU Liyan (Department of Psychology)
Paper title: Family socialization and loneliness correlate with third graders’ reading comprehension
Journal: Reading and Writing
Abstract: This study examined the relations among family socialization, loneliness, linguistic skills, and reading comprehension in 78 Mandarin-speaking Chinese third graders with a mean age of 8.67 years old. The participants were administered a battery of tasks to assess their non-verbal intelligence, linguistic-skills, word reading, and Chinese reading comprehension, and asked to complete loneliness, trait anxiety, family socialization, and demographic questionnaires. Regression analysis showed that family socialization, loneliness, and linguistic-skills were significant predictors of reading comprehension after controlling for SES, non-verbal intelligence, trait anxiety, and word reading. Mediation analysis showed that linguistic skills fully mediated the relation between loneliness and reading comprehension after accounting for the variance of controlled variables. These findings suggest that family socialization and loneliness significantly affect the development of reading comprehension.
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As of September 2024
#Top 1% scientists