Kara Chan

Purpose: A vocationally oriented course titled Multimedia Storytelling was launched in Hong Kong's mainstream high school curriculum. This study aims to evaluate the learning outcomes of the course by comparing the career readiness of enrolled and non-enrolled students as well as their knowledge of and attitudes toward the creative industries. Design/methodology/approach: Three rounds of quantitative surveys were conducted among the first cohort of 105 high school students enrolled in Multimedia Storytelling from Grades 10 to 12. The same questionnaire was administered to a group of 103 non-enrolled students from the same school and grades, using convenience sampling. Findings: Multimedia Storytelling students displayed higher self-ratings in knowledge of and attitude toward creative media, life and career exploration, and workplace soft skills than non-enrolled students. Among enrolled students, those in Grade 12 reported higher self-ratings in knowledge of and attitude toward creative media, workplace soft skills, and career adaptability than those in Grade 10. Research limitations/implications: The research design was a repeated cross-sectional study and therefore did not allow for longitudinal comparison for the same student across different time points. Outcome measures were based on self-evaluation. There were no data to link learning outcome measures with individual components in the curriculum. Originality/value: This is the first large-scale study of vocational-oriented educational outcome measures of an Applied Learning course for creative education in Hong Kong. It provides insights into curriculum design, funding, and policymaking related to vocational-oriented education at the high school level.

Secondary school students need guidance in making informed choices about career decisions. An industry-based mentorship programme was designed for senior secondary school students enrolled in the course ‘Multimedia Storytelling’. Altogether, 60 creative industries mentors and 232 mentees participated between 2022 and 2025. Qualitative interviews and online surveys were conducted among mentors, and an online survey was conducted among mentees to evaluate the mentorship programme. Mentees reported gaining industry knowledge and confidence. Qualitative interviews with mentors indicated that they perceived mentorship benefited the industry and themselves. The study informs the continuous improvements to the mentorship activities in an education pathway programme based on participants’ feedback.

Aim/Objective: To examine the perceptions of low-income adults in suburban/rural China regarding health and health management mobile applications. Investigating barriers affecting their adoption of mobile health technology will facilitate better mobile intervention design, lower the medical burden on governments and society, and improve access to health knowledge for vulnerable groups. Methods: Semi-structured interviews were conducted with low-income adults aged 25–45 (eight women, eight men). The interviewees were asked about their perceptions of health, user experiences with wearables, and mobile health applications. Results: Interviewees lacked a clear understanding of mental health. Most stopped using wearables due to unpleasant experiences. Making medical appointments or consultations using mobile devices was common to save time and cost, but interviewees did not find devices for monitoring health useful. Interviewees used a variety of mobile applications for getting health information through active searching or by following specific health influencers. Conclusions: The adoption of digital and mobile technologies for health monitoring and management among the interviewed low-income adults in suburban/rural China is low. Most of the interviewees used multifunctional and content platforms for health information. Low perceived benefits of using mHealth technology hindered adoption. Some stopped using mobile health devices because of poor user experiences. Interviewees found difficulties in identifying genuine health products on popular content and e-commerce platforms. There is an unmet need to provide them with high-quality health knowledge.

Gaining experience of research in an undergraduate course equips students with analytical skills that are relevant to solving real-life problems. This article introduces the design and implementation of qualitative research activities in an undergraduate general education capstone course titled Children as Consumers: Marketing to the Youth. The course was delivered in a blended learning mode. Undergraduate students interviewed an informant about his or her favorite retail shop and compared the results with the assigned reading on the consumption habits of adolescents. Students in groups then participated in an empirical study using qualitative interviews to explore financial literacy among children and teens. Research activities include preparing applications for institutional ethical approval, designing interview questions, conducting qualitative interviews, analyzing qualitative data, and applying the research findings in the design of marketing campaign messages. In addition to the instructor’s assessment, students received comments from the marketing professionals from the Investor and Financial Education Council, who reviewed all the presentation videos. Feedback from students was analyzed to examine their perceptions of the research activities and the research project. External reviews of the course design and implementation are presented. These research activities can be scaled up for larger classes or conducted in an online setting. Recommendations for implementing course-based research are provided in the conclusion.

Purpose: Vocational education in Hong Kong suffers from an image problem. Stakeholders often perceive it as a second-best option for those who fail to advance in academic education. In 2016, to promote vocational education, the Hong Kong government launched a publicity campaign and rebranded vocational education and training (VET) as vocational and professional education and training (VPET). This study critically analyzes the new discourse crafted by this campaign and assesses its potential to change VPET’s status.Design/methodology/approach: This study applies critical discourse analysis to the set of television public service advertisements produced as part of the government publicity campaign.Findings: The messaging of the publicity campaign consists of two major discursive strategies. One stresses the ability to find self-fulfillment through VPET. The other stresses the academic ability and middle-class status of VPET students as well as the non-manual and high-end career opportunities for graduates. While the first strategy offers a new basis on which to value VPET, the second recreates assumptions about the value of academic achievement and what constitutes respectable employment, even as it attempts to challenge stereotypes. It reinforces that the ultimate goal of education is financial gain and social status. It overlooks other values of education and the potential value of VPET in enhancing individual choice and agency.Research limitations/implications: Discourse analysis does not provide information about audience perceptions and interpretations.Social implications: The government could consider reframing their messaging in terms of the diverse values and experiences of VPET students. Highlighting the values that VPET students themselves see in their education provides alternative discourses that can better challenge hegemonic ideas.Originality/value: To the best of our knowledge, this is the first discourse analysis of the government’s publicity campaign to promote VPET.

This Article presents a case study of cross-cultural synchronous online learning between marketing and advertising undergraduate students in Hong Kong and Malaysia. A blended learning flipped classroom model allowed students to collaborate in real-time despite geographical distance. Students completed online learning materials on the FutureLearn platform before coming to class. During class time, students worked in groups and applied their theoretical knowledge to solve marketing problems with cross-cultural elements. The collaboration experience encouraged the development of intercultural competencies and collaborative work skills among students. Course materials were designed to address both the Hong Kong and Malaysian consumer experiences. This Article introduces the course’s pedagogical design and the challenges faced in implementation. The effectiveness of the cross-cultural online learning model is evaluated using learning analytics from the FutureLearn platform and an online survey. Best practices for synchronous online learning are recommended. Results indicated that students found online teaching materials visually stimulating, well-organised, and easy to understand. They gained intercultural skills and learned how to better communicate with consumers from other cultures.