Chair

Chair

Professor CHEN Junjun

Dean of Graduate School
The Education University of Hong Kong

Co-Chair

Co-Chair

Dr LEUNG Ka Man Carman

Associate Professor of
Department of Health and Physical Education
The Education University of Hong Kong

Co-Chair

Dr MATSUNOBU Koji

Acting Head and Associate Professor of
Department of Cultural and Creative Arts
The Education University of Hong Kong

Keynote Speakers

Keynote Speech

The future relevance of doctoral education: what will change and why?

Keynote Speaker 1

Professor Jussi Aleksi Kivistö

Tampere University, Finland

Speaker Bio

Dr. Jussi Kivistö is Professor of Higher Education Administration and Head of the Administrative Studies Unit at the Faculty of Management and Business, Tampere University, Finland. His research interests cover a wide array of topics related to higher education administration, management and leadership, and policy. Currently, he serves as Principal Investigator of the National Evaluation of Doctoral Education Pilot funded by the Finnish Ministry of Education and Culture, as well as the NEXT-UP project (Navigating the Next Normal: Innovative Approaches to Enhancing Youth’s Education–Employment Transitions in Post-COVID-19 Europe), funded by the European Union’s Horizon Europe programme. Dr. Kivistö has authored approximately 130 publications, mainly in the field of higher education management and policy.

Abstract

As academic careers narrow and expectations for societal impact grow, doctoral education is under increasing pressure to justify its purpose and outcomes. This talk challenges the traditional view of the PhD as preparation solely for an academic career and asks what must change for doctoral education to remain meaningful in the future. It explores global trends such as the expansion of doctoral training beyond academia, rising demands for transferable skills, stronger links with industry and society, and heightened concern for doctoral candidates’ well-being. Drawing on examples from Europe and Asia, the presentation argues that the future relevance of the doctoral degree depends on universities’ willingness to rethink how doctorates are designed, supported, and valued. The talk invites students and staff to critically reflect on whether current models of doctoral education are fit for purpose—and what comes next.

Keynote Speakers

Keynote Speech

Methodological Decisions Affecting Research Outcomes and Academic Productivity During Higher Degree Studies: Cases from Published Studies

Keynote Speaker 2

Professor Lawrence Zhang

University of Auckland, New Zealand

Speaker Bio

Lawrence Jun Zhang, PhD, is Professor of Applied Linguistics/TESOL and Associate Dean, Faculty of Arts and Education, University of Auckland, New Zealand. His major interests and 200-plus publications are on learner metacognition, psychology of learning and teaching in language- education, CALL, L2 reading-writing development, and more recently teacher AI literacy and AI-induced emotions. An immediate past Editor-in-Chief for System (Elsevier), he is an active editorial board member for Applied Linguistics Review, Australian Review of Applied Linguistics, Journal of Second Language Writing, Metacognition and Learning, and RELC Journal, among others. He was honoured by the TESOL International Association (USA) in 2016 with the award of “50 at 50”, acknowledging “50 Outstanding Leaders” in the field of TESOL around the world, and was officially installed as a newly elected member of the Board of Directors of the Association in 2017. In the Stanford University Rankings, he has been consecutively listed in the top 2% of most-cited linguists in the World. His work has appeared in Applied Linguistics, Applied Linguistics Review, Modern Language Journal, TESOL Quarterly, Discourse Processes, Computers and Education, Computers in Human Behavior, System, Language Teaching, Language Teaching Research, Learning and Individual Differences, Learning and Instruction, Reading and Writing, Reading & Writing Quarterly, Written Communication, Journal of English for Academic Purposes, RELC Journal, and Journal of Second Language Writing, among others. He has just completed his 9-year term as Editor-in-Chief of System (Elsevier).

Abstract

Designing rigorous empirical research requires navigating a complex landscape of methodological choices, ethical considerations, and practical constraints. This presentation outlines key do’s and don’ts that support the development of robust, credible, and impactful studies in the field of applied linguistics or language education. The session highlights essential practices such as aligning research questions with appropriate methodological frameworks, ensuring transparency in data collection and analysis, and incorporating strategies for reproducibility and ethical integrity. It also identifies common pitfalls, ranging from poorly operationalised variables and sampling biases to overreliance on convenience data and inadequate documentation, which can undermine the validity and generalisability of findings. By synthesising best practice principles with illustrative examples, the presentation intends to offer graduate students a clear, actionable guide to strengthening their empirical study designs and enhancing the reliability and scholarly contribution of their work. Doing so is expected to help junior researchers enhance their chances of getting their research publishing in recognised journals or similar academic platforms.

Postgraduate Student

Topic

Managing Dual Identity of the PhD Teaching Assistant

Speakers

Ms CHEN Zixuan

PhD Student

Abstract

The transition from doctoral scholar to teaching assistant represents a profound professional identity shift, yet many PhD students receive minimal guidance on navigating this dual role, especially when it comes to the context of independently leading a tutorial. This sharing session draws from my experience as a two-year experienced TA to explore the challenges and rewards of integrating the identity of a researcher with that of a TA. I will share practical strategies for balancing disciplinary expertise with pedagogical responsibility, managing student perceptions, and developing an authentic teaching persona that complements, rather than conflicts with, your developing scholarly identity. The discussion will include insights on translating complex research concepts for student audiences, setting boundaries, and leveraging your unique position as a near-peer mentor. Expected outcomes for attendees include a reflective insight to consciously shape PhD students’ teaching identity, actionable techniques for classroom confidence, and a reinforced understanding of how teaching excellence enhances research experience. This session aims to empower doctoral students to view teaching not as a secondary duty, but as an integral and enriching component of their academic journey.

Topic

Teachers’ Scaffolding Strategies on Robot-specific Computational Thinking

Speakers

Ms LAM Yee Ling Elaine

PhD Student

Abstract

Computational thinking (CT) is a problem-solving approach rooted in computing principles and has been increasingly promoted in early childhood education (ECE) with robot programming. Yet, few studies have examined how ECE teachers scaffold children's learning of CT through interaction with programmable robots. We conducted a video analysis of seven weekly robot programming lessons at a kindergarten in Hong Kong to examine the scaffolding strategies that enhance CT development among 5-year-olds. We adopted a hybrid approach that included open coding through conversational analysis and the use of predefined codes derived from a three-dimensional CT framework to systematically analyse the video data. Results revealed that teachers employed various strategies (i.e., demonstrations, requests, step-by-step questioning, and embodied and unplugged activities) to foster children's understanding of robot programming and CT concepts. These findings highlight the flexibility and effectiveness of dynamic scaffolding strategies in promoting CT development in young children. Lastly, we propose the 3A-CT Teaching Model (integrating CT concepts across three phases: Aware, Apply, and Act) based on the video analysis to inform future research and practice.

Topic

Why Teach Mathematical Modelling in Primary Schools? A Comparative Curriculum Analysis of Australia, Germany, Canada and Singapore

Speakers

Mr CHUI Ka Shing Daniel

EdD Student

Abstract

This study is a cross-national analysis on how mathematical modelling is conceptualized and formulated in primary curricula across four high mathematics performing countries: Australia, Canada, Germany and Singapore. A comparative analysis of the official curriculum documents, examine the definition of mathematical modelling, the framework of modelling cycle and the blueprint of the development of modelling competencies among young learners. The findings reveal the emphasis on modelling as a real-world problem-solving approaches to implementation, in which, Germany emphasizes structural procedural cycles, Canada focuses on cross-curricular applications, Singapore integrates formative assessment of modelling competencies in lessons and Australia adopts broader contextualization in the learning and teaching of mathematical modelling. This study highlights the priorities in developing primary students’ modelling competencies and the implications for curriculum development. This comparative analysis provides educators and policymakers with a framework for evaluating mathematical modelling in the holistic mathematical literacy development in primary education.

Topic

Leveraging AI Tools to Enhance Collaborative Learning in Teacher Education

Speakers

Ms LIU Yongli & Ms LYU Dongjuan

EdD Student

Abstract

This study focuses on “enhancing collaborative learning in teacher education through AI tools”, echoing the contemporary theme of “embracing change and innovation”. In the era of education digitalization, technological empowerment drives profound changes in teacher collaboration, bringing both development opportunities and new challenges. Traditional offline collaboration is restricted by time, space, uneven resource distribution and low interaction efficiency, which makes it hard to meet teachers’ large-scale and personalized professional development needs. Guided by constructivist learning theory, this research explores the innovative application of AI tools in breaking collaboration barriers and restructuring learning processes. By building intelligent platforms, AI feedback systems and virtual teaching scenarios, teachers can realize cross-regional real-time collaborative lesson planning, case discussion and reflection, with AI algorithms generating customized development suggestions for them. Empirical research shows that this AI-empowered model significantly improves teachers’ instructional innovation ability and team efficiency, promotes the balanced distribution of high-quality educational resources, and provides a replicable solution for the digital transformation of teacher education, ultimately fostering a more adaptive and resilient ecosystem for teachers’ professional development.

Master of Ceremonies

Student MC

Mr SU Qibang

EdD student

Speakers

Speaker

Prof. XU Guandong

Director
Centre for Learning, Teaching and Technology
The Education University of Hong Kong

Speaker

Mr. TSANG Chi Sing John

Managing Director
Alpine Adventure Travel Ltd.

Topic

讓挑戰成為習慣、傳𠄘

Speaker

Dr. YAN Jing

Assistant Professor
Department of Chinese Language Studies
The Education University of Hong Kong

Student Co-Presenter

Ms. WANG Xinchen

BEd(CL), Year 3 Student

Topic

課堂上的知識建構：差異與反饋

Speaker

Dr. WANG Dichen

Lecturer
Department of Mathematics and Information Technology
The Education University of Hong Kong

Student Co-Presenter

Mr. CHOI Lok Novel

BEd(P)-MA, Year 3 Student

Topic

教師成長：細節之中的專業

Speaker

Principal CHEN Dion, MH

Ying Wa College
Chairman of Hong Kong Direct Subsidy Scheme Schools Council

Topic

價值觀及品格培養：塑造 21世紀的領袖

Speaker

Dr. KAM Wai Keung Kevin

Director
School Partnership and Field Experience
The Education University of Hong Kong

Masters of Ceremony

Student MC

Ms. YEUNG Ka Ying Yuki

Year 5 Student
BEd(CHI)

Student MC

Mr. LAI Tsz Hin Billy

Year 3 Student
BEd(GEOG)