Knowledge Transfer Projects

“Butterfly” is known as the most beautiful of insects and has long held a magical appeal for people. This program intends to use the much-adored “butterfly” as its theme to promote nature writing in Hong Kong, thereby achieving the goal of university knowledge transfer. On one hand, the program will offer public lectures and teacher training workshops on nature writing for secondary school teachers; on the other hand, it will provide opportunities for secondary school teachers and students (pre-service teachers) enrolled in Chinese Education bachelor’s degree programs at the EDU, CUHK, and HKU to visit Fung Yuen in Tai Po for on‑site butterfly watching, to learn about nature writing and to develop teaching materials on nature writing.

1. Establish a knowledge system for prose—taking prose texts (including classical and modern prose) as the research object—to provide theoretical support for further development. This includes:
   1. Developing a discourse on the stylistic features of prose based on theories of text analysis
   2. Establishing specific methods suitable for analysing prose
   3. Forming a framework for prose studies and pedagogy that creates a concrete process for knowledge transfer and lays the foundation for further research
2. Training personnel in knowledge transfer—equipping them with the skills needed to analyse prose and execute teaching procedures so that they become the pivot for transferring related knowledge and ensuring sufficient human resources
3. Creating an electronic platform for knowledge transfer (including Facebook and Blogs) to provide a venue for exchange and interaction for current and future projects
4. Conducting a pilot of the knowledge transfer process to test and optimize the above knowledge and methodological system for effective implementation
5. Establishing a repository of teaching design proposals for prose instruction to help accumulate experience and promote related teaching practices in the future
6. Organise teaching trial: test the effectiveness of the above learning and teaching concept framework, ensure its implementation by the learning and teaching community, and directly collect responses and opinions from target students.
7. These are the main objectives of the project. Based on these, a complete chain of knowledge transfer can be built in the future
8. Promoting pilot implementations in secondary schools by organizing teams to work with frontline secondary school teachers to implement the final part of the knowledge transfer process
9. Optimising the teaching design based on feedback from secondary school pilots to better adapt to practical teaching needs

This project aims to:

1. stimulate local students in learning Hong Kong history and culture;
2. strengthen local teachers’ awareness of history in teaching Hong Kong Studies;
3. help current and future history teachers in incorporating field visits and developing activities in history curriculum;
4. introduce recent research trend and current issues in the field of Hong Kong history and provide useful reference for teaching and learning history; and
5. enhance student's critical thinking skills in regards to current issues concerning history, culture, the local community, the nation and the world.

The above objectives are developed in accordance with the new Bachelor of Education in History, which aims at promoting the value of and enhancing the quality of history education.

This project aims to:

1. Stimulate local students in learning Hong Kong history and culture;
2. Strengthen local teachers’ awareness of history in teaching Hong Kong Studies;
3. Help teachers in developing and designing teaching material of history subject in the pedagogical approach;
4. Introduce recent research trend and findings in the field of Hong Kong history as the references for students’ learning and teachers’ teaching; and
5. Consolidate teachers and students’ insights in the historical perspective for making judgments about issues concerning history, culture, the local community, the nation and the world.

The above objectives are in line with the programme of Bachelor of Education in History which aims to promote the importance of and to enhance the quality of history education.

The objectives of this project are to:

1. Enhance local students’ interest in studying Hong Kong’s history and culture
2. Improve local teachers’ professional knowledge of Hong Kong’s history and culture
3. Increase opportunities for current teachers to collaborate and exchange ideas, jointly popularizing the distinctive features and content of historical culture
4. Broaden the field of knowledge by integrating research and education, and introduce the latest research findings to local teachers and students
5. Strengthen the historical perspectives of local teachers and students by elucidating the relationship between historical culture and modern society and broadening their global vision

This project has seven objectives:

• Integrate the outcomes and professional knowledge from research on oral communication skills into social language education
• Continuously develop fairer and more appropriate criteria for assessing oral communication skills
• Enhance in-service teachers’ understanding of the current assessment standards for oral communication skills
• Improve pre-service teachers’ (students majoring in Chinese at our institution) understanding of these assessment standards and strengthen their professional growth
• Enable in-service teachers to enhance their evaluation capabilities through peer exchanges, paving the way for more professional development
• Equip teachers to practice oral communication assessment techniques and assist students in improving their rational communication abilities
• Continuously promote research and development related to oral communication assessment

In alignment with the vision of LCS, this study seeks to advance the promotion of traditional Chinese culture and historical scholarship through dedicated research initiatives. This action research aims to achieve the following objectives: 

• To conduct an empirical investigation into the efficacy of utilizing “The Animated Chinese History for the Curious Minds” as a pedagogical tool for teaching the Primary General Studies curriculum, with a focus on innovative and interdisciplinary approaches to Chinese history learning. 
• To evaluate the effectiveness of integrating historical education with STEM disciplines, thereby enhancing students’ understanding and appreciation of the contributions of scientists throughout Chinese history. 
• To gather and analyze feedback from primary school students and teachers regarding the use of the educational package. 
• To foster a heightened curiosity among students to learn Chinese history and further stimulate their engagement in historical inquiry. 

In the Education Bureau’s curriculum guidelines, the cultivation of students’ positive attitudes and values is strongly emphasized. In response, this project is based on a positive education picture book – “The Worried Lion and the Magic Rabbit” – and uses language-based stories to convey seven “Self-Esteem Treasure Box” tools (derived from the Saveya counseling model). Its aim is to help primary school students improve their language skills while discovering inner strength to solve everyday problems.

To promote a positive attitude toward life, the project will stage a contest encouraging primary school students to apply the “Self-Esteem Treasure Box” in their daily lives. The project will provide teaching designs based on the picture book along with a “Treasure Hunt Guide” (worksheet) free for all Hong Kong teachers to use. Primary students will use an AR filter provided by the project to randomly draw a “Self-Esteem Treasure Box” and then share—by recording a short video—their experiences of facing life’s challenges with that tool. Finally, a judging panel will select outstanding entries, which will be uploaded onto a positive life attitude platform maintained by the project leader for public voting.

This contest aims to build a platform for sharing positive life attitudes among students throughout Hong Kong. Participants will reflect on how to apply the “Self-Esteem Treasure Box” in real life, actively face personal growth challenges, and by sharing via short videos, they will also enhance their speaking and language skills. Meanwhile, the public can use the platform to exchange ideas on fostering a positive life attitude. This project broadens the scope of positive education beyond traditional, one-way classroom teaching and places an emphasis on practical application. The extended worksheet derived from the picture book will deepen students’ use of the “Self-Esteem Treasure Box” and also help teachers, social workers, and parents learn methods to guide students in sharing and enhancing a positive life attitude.

Aligned with the mission of the Department of Literature and Cultural Studies, this project seeks to cultivate students’ ability to produce digital teaching materials, enhance our students’ educational professionalism, and deepen their understanding of positive education—responding to the Education Bureau’s emphasis on fostering positive values. It also supports the Faculty of Humanities’ engagement with local education and collaboration with various partners to drive knowledge transfer, in keeping with our institution’s commitment to leading educational innovation.

The objectives of the project are as follows:

• Use an Instagram AR filter as the contest theme, encouraging primary school students to share daily positive life attitudes in response to the Education Bureau’s curriculum guidelines, by participating in positive education activities centered on real-life topics to help them actively face changes and challenges.
• Employ picture books and short video productions, combined with social media platforms, to encourage students to practice a positive attitude toward life and diversify the methods of positive education.
• Transform theoretical and research outcomes into practical capabilities, letting theory drive practice by providing teaching designs and worksheets to support pre-service teachers, in-service teachers, social workers, and parents in delivering positive education.
• Through professional sharing sessions, evaluate, consolidate, and promote related teaching materials and research outcomes while exploring new directions for multimedia teaching and positive education.
• Establish partnerships between the department and local schools and organisations to offer our students more opportunities for deepening, applying, and practicing teaching

• Host professional development session(s) for frontline history instructors; 
• Introduce the concept of historical empathy; 
• Provide practical examples of how to apply the pedagogy in their history lessons; 
• Collect feedback from participants; 
• Produce teaching and learning resources on historical empathy. 

The concerns of studies about the ocean and international relation are raising, not only within the Asia sphere, but also in the global context. In order to resopond to such the research concern, this project aims to establish a platform collecting texts from Hong Kong literature releated to themes and metaphors about ocean. This project is expected to investigate and understand the relationship between the culture of ocean and Hong Kong, as well as providing spaces for the general public to think about the meanings of ocean to the city. It also serves the purpose of connectiong near countries and districts through the promotion of Hong Kong literature.

This project is the primary platform of the ocean literature in Hong Kong, which will make contributions on the topics exploration of literary and cultural studies, and the promotion of readings and research results about Hong Kong ocean literatuare to the public society. 

• examine the historical narratives presented in the textbook
• identify any potential mistakes or biased accounts
• present possible ways for history instructors to explain the topic in their lesson
• provide relevant primary sources for students to analyze 
• introduce our relevant research findings and results 
• compile a short list of useful references 

• to build understanding of the human experience of FE among supervisors and administrators at our university and others, not ony in principle, but also vividly, as  lived reality
• to help education students at our university and others to understand what the experience of FE will be, before they go 
• to build theatrical skills among the most committed students 

This project aimed at examining the influence of Korean Culture in Hong Kong. After undergoing 150 years of colonial governance, Hong Kong is a product of cultural exchange between the East and the West. Since the turn of the century, Korean Popular Culture has been arguably the most impactful imported culture in Hong Kong not only in terms of its speed of dominance, but more importantly its depth and width of penetration — influencing Hong Kong’s pop culture, consumer culture, food culture, and beauty culture. By experiencing, observing, and analyzing the influence of Korean Popular Culture, or Hallyu (Korean: 한류, Chinese: 韓流), on post-colonial Hong Kong, this project was expected to help Hong Kong audiences to develop a better understanding of the uniqueness of Hong Kong popular culture, and to reflect on the cultural identity of this post-colonial society.