Cecilia K Y Chan
Dados Biográficos
| ID | 1706720 |
|---|---|
| NOME | Cecilia K Y Chan |
| PRENOMES | Cecilia K Y |
| SOBRENOME | Chan |
| ASSINATURA | CHAN C K Y |
| AFILIAÇÕES | University of Hong Kong |
| ORCID | 0000-0001-6984-6360 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 42 |
| TOTAL DE CITAÇÕES | 17 |
| TOTAL COMO AUTOR | 42 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Shaping responsible GenAI use in research through AI literacy-oriented guidelines
The widespread adoption of generative Artificial Intelligence (GenAI) among researchers has intensified the need for guidelines that safeguard academic integrity and ethical scholarly practice. However, existing GenAI policies tend to focus on teaching, learning and assessment rather than on research, where ethical concerns are considerably more complex. Given this complexity, such guidelines should move beyond rule enforcement to scaffold the AI…
Cheating or not cheating? Rethinking AI-giarism and academic integrity through secondary students’ ethical reasoning
The increasing use of generative artificial intelligence (GenAI) in education has complicated traditional understandings of academic integrity, particularly in relation to student cheating. This qualitative study explores how secondary school students’ reason about the ethicality of using AI in homework, moving beyond binary interpretations of cheating. Drawing on Waltzer and Dahl’s moral-developmental framework, the study analysed open-ended res…
How Generative AI Affects Team Communication in Secondary Education
Exploring Student Perceptions of Generative AI Therapists and Their Benefits and Challenges in Schools
This study investigates secondary school students' perceptions of generative AI (GenAI) as virtual mental health therapists within educational settings. Leveraging data from the written reflections of 69 Hong Kong secondary school students engaged in an AI literacy programme, the study applied inductive thematic analysis to explore perceived potentials and limitations of GenAI therapy chatbots. Students valued the accessibility, anonymity and cos…
Would You Trust Your GenAI Chatbot as Your School Therapist? Perspectives and Implications From Teachers and Students
This study examines trust in AI chatbot therapists within the context of Yang and Wibowo’s conceptual framework on user trust in generative artificial intelligence (GenAI), which addresses factors, components, and outcomes of trust. Drawing on insights from secondary school teachers ( n = 29) and students ( n = 69), the research evaluates the opportunities and challenges of integrating GenAI into mental health support services in school settings.…
The balancing act between AI and authenticity in assessment
This study examines how secondary school students balance the use of Generative AI (GenAI) tools while maintaining authenticity in reflective writing. Reflective writing, a cognitively demanding task, can benefit from AI's ability to improve efficiency and organisation. Using a case study approach, data were collected from the reflective writing pieces of five secondary school students, as well as the accompanying GenAI chat logs and individual i…
Assessing student learning in work-integrated learning (WIL)
Will generative AI replace teachers in higher education? A study of teacher and student perceptions
Holistic competencies and AI in education
This editorial explores the integration of artificial intelligence (AI) and holistic competencies in education, highlighting the necessity of fostering both technical skills and human values. As AI technologies revolutionise educational methodologies, there arises an urgent need to balance technological advancements with the cultivation of holistic competencies – skills that prepare individuals not only for professional success but also for socie…
Conceptualisation of teaching excellence
Recognition of teaching excellence has become a global trend in higher education as various schemes and awards are established as a way to assure stakeholders of the quality of teaching in universities. At present, there is a lack of research into what teaching excellence means from an institutional perspective. This study explores the conceptualisation of teaching excellence in 95 award documents from research-intensive and non-research-intensiv…
Students’ voices on generative AI
This study explores university students’ perceptions of generative AI (GenAI) technologies, such as ChatGPT, in higher education, focusing on familiarity, their willingness to engage, potential benefits and challenges, and effective integration. A survey of 399 undergraduate and postgraduate students from various disciplines in Hong Kong revealed a generally positive attitude towards GenAI in teaching and learning. Students recognized the potenti…
A comprehensive AI policy education framework for university teaching and learning
This study aims to develop an AI education policy for higher education by examining the perceptions and implications of text generative AI technologies. Data was collected from 457 students and 180 teachers and staff across various disciplines in Hong Kong universities, using both quantitative and qualitative research methods. Based on the findings, the study proposes an AI Ecological Education Policy Framework to address the multifaceted implica…
Assessing students’ holistic development in China
Youth mentoring strategies and impacts on holistic competencies of secondary school students in Hong Kong
There is a widespread belief that youth mentoring contributes to students’ holistic competency development, but research has not yet provided enough clarity on how exactly this contribution is made possible. To address this gap, in the current study we explore different mentoring strategies and their impacts on mentees’ holistic competency development in an extracurricular mentoring programme for secondary school students in Hong Kong. Informed b…
Assessing students’ intercultural competence
Exploring the process of evaluative judgement
For students to sustain their learning beyond higher education, it is important for them to develop their evaluative judgement. Although the importance of evaluative judgement is well-established, the process through which students make such judgements remains contested. This study explores students’ evaluative judgement process by asking 20 engineering students to evaluate their own intercultural competence and that of other engineers in task-ba…
Conceptualising evaluative judgement in the context of holistic competency development
Learning to make informed evaluative judgement of holistic competencies prepares students for well-rounded development on a lifelong and self-directed basis. However, a review of the literature reveals that empirical studies framed under evaluative judgement have not yet explicitly acknowledged the judgement of these competencies. If we are to further promote evaluative judgement as a systematic line of research worthy of independent attention, t…
Assessing engineering students’ perspectives of entrepreneurship education within higher education
With the increasing interest in entrepreneurship education within engineering education, there are questions on what engineering entrepreneurship education should include. As engineering entrepreneurship education aims to foster entrepreneurial individuals who will contribute to knowledge-based societies and economic growth, student perspectives are crucial. This study assessed first and final year engineering students’ perceptions on entrepreneu…
The development and validation of an instrument to measure evaluative judgement
Intensive research attention has focused on developing students’ evaluative judgement within the higher education curriculum, but little has addressed how it can be measured. The contextual nature of evaluative judgement makes it difficult to generate an encompassing instrument, highlighting the need for situated measurement tools. Against this background, this study develops and validates a self-report instrument to measure engineering students’…
A systematic review – handwritten examinations are becoming outdated, is it time to change to typed examinations in our assessment policy
A review of the changes in higher education assessment and grading policy during covid-19
The Covid-19 pandemic has not only brought about sociocultural, psychological and economic challenges, but also educational problems that have entailed radical policy changes to allow universities and colleges to fulfil their role. Before the pandemic, the majority of university courses were designed for face-to-face settings; but under the social distancing policies since Covid-19, institutions have had to react quickly, revising their teaching …
Towards an inclusive student partnership
While recent years have seen increasing initiatives to engage students as partners in higher education, some students tend to be privileged yet others are excluded based on certain selection standards. This paper situates near-peer mentoring within the ‘students as partners’ context, and investigates the mentoring experience of 3 student mentors whose self-perceived dispositions seemed ‘unfitting’ to the ‘ideal’ mentor standards in research and p…
Going ‘grade-free’? – Teachers’ and students’ perceived value and grading preferences for holistic competency assessment
This article seeks to investigate teachers’ and students’ perceived value and grading preferences for holistic competency assessment. Using a mixed-methods approach, quantitative data were collected from 2150 undergraduates and 215 academics from six Hong Kong universities with a validated Perception on Assessment of Holistic Competencies questionnaire. It was found that both teachers and students have common views towards the value of holistic c…
Students’ learning outcomes from engineering internship
There is widespread consensus that internships provide great opportunities for engineering students to develop diverse knowledge and competencies. Yet, compared to learning in the classroom, learning in the workplace is less predictable. This study aims to address the research question ‘What are engineering students’ perceived learning outcomes from their internship experience?’ by using a qualitative approach to pinpoint commonalities and differ…
Eight years after the 3-3-4 curriculum reform
The Satir Model and Cultural Sensitivity
Do university residential experiences contribute to holistic education
Can residential experiences help undergraduates develop holistic competencies? To answer this question, a study was conducted based on the insights of 211 residents in Hong Kong. Deductive and inductive content analyses were respectively used to examine residence life outcomes, particularly in holistic competencies, and to categorise the types of residential experiences deemed to be effective for these outcomes. Results revealed that participatio…
Attitudes and aspirations regarding engineering among Chinese secondary school students
School-based pipelines/routes for university and technical engineering education are recognised as important for economic development and the high-school years are critical for shaping students’ career aspirations and attitudes. This study examined a range of attitudes/experiences on the aspirations of secondary students to pursue engineering education and vocation. Experiential/attitudinal aspects covered demographic characteristics, family/scho…
The Satir Model and Cultural Sensitivity
A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum
Attitudes and aspirations regarding engineering among Chinese secondary school students
School-based pipelines/routes for university and technical engineering education are recognised as important for economic development and the high-school years are critical for shaping students’ career aspirations and attitudes. This study examined a range of attitudes/experiences on the aspirations of secondary students to pursue engineering education and vocation. Experiential/attitudinal aspects covered demographic characteristics, family/scho…
An experimental test
An exploratory study on teacher assessment literacy
In recent years, reflective writings have been increasingly incorporated into the higher education curriculum to enhance students’ deep learning and to help assess their experiential learning outcomes. However, as reflective practices gain momentum worldwide, an under-researched question arises regarding whether teachers know how to assess reflection. Drawing on a teacher assessment literacy framework, this study explores how six novice universit…
Students’ engineering experience and aspirations within STEM education in Hong Kong secondary schools
Do university residential experiences contribute to holistic education
Can residential experiences help undergraduates develop holistic competencies? To answer this question, a study was conducted based on the insights of 211 residents in Hong Kong. Deductive and inductive content analyses were respectively used to examine residence life outcomes, particularly in holistic competencies, and to categorise the types of residential experiences deemed to be effective for these outcomes. Results revealed that participatio…
An exploratory study on assessing reflective writing from teachers’ perspectives
With society increasingly valuing soft skills and competencies, reflective practices are more commonly adopted in higher education, particularly for experiential learning. As reflective writing is becoming a part of official assessments in many courses, an overarching question arises as to how teachers are currently assessing reflections. This study explores teachers’ perspectives on the assessment of written reflections by interviewing six unive…
To assess or not to assess holistic competencies – Student perspectives in Hong Kong
A four-dimensional conceptual framework for student assessment literacy in holistic competency development
As many universities worldwide have incorporated holistic competency development into their course goals, developing assessment literacy in these competencies is placed high on the agenda. Yet, existing literatures on assessment literacy tend to focus on disciplinary knowledge, with little reference to holistic competencies. Based on 29 focus group interviews with 122 students from six universities in Hong Kong, this study first explores the exte…
Development and validation of an instrument measuring undergraduate students’ perceived holistic competencies
There is a need to develop an instrument for undergraduate students to evaluate their holistic competencies. Such an instrument can not only be used as a tool for benchmarking but can also be used to enhance students’ awareness of their strengths and weaknesses, and to inform teaching by improving teachers’ understanding of their students. This study aims to develop and validate a questionnaire measuring undergraduate students’ perceived holistic…
Towards an inclusive student partnership
While recent years have seen increasing initiatives to engage students as partners in higher education, some students tend to be privileged yet others are excluded based on certain selection standards. This paper situates near-peer mentoring within the ‘students as partners’ context, and investigates the mentoring experience of 3 student mentors whose self-perceived dispositions seemed ‘unfitting’ to the ‘ideal’ mentor standards in research and p…
Going ‘grade-free’? – Teachers’ and students’ perceived value and grading preferences for holistic competency assessment
This article seeks to investigate teachers’ and students’ perceived value and grading preferences for holistic competency assessment. Using a mixed-methods approach, quantitative data were collected from 2150 undergraduates and 215 academics from six Hong Kong universities with a validated Perception on Assessment of Holistic Competencies questionnaire. It was found that both teachers and students have common views towards the value of holistic c…
Students’ learning outcomes from engineering internship
There is widespread consensus that internships provide great opportunities for engineering students to develop diverse knowledge and competencies. Yet, compared to learning in the classroom, learning in the workplace is less predictable. This study aims to address the research question ‘What are engineering students’ perceived learning outcomes from their internship experience?’ by using a qualitative approach to pinpoint commonalities and differ…
Eight years after the 3-3-4 curriculum reform
Academics’ beliefs towards holistic competency development and assessment
An adapted 3P (precursor-process-product) framework for the development of holistic competencies – “Approach to develop” in out of classroom learning
Investigating student preparedness for holistic competency assessment
In recent years, there have been increasing efforts to formally assess holistic competencies. These efforts tend to be policy and expert driven, overlooking students’ subjectivities in being assessed. Questions remain about how prepared students are for holistic competency assessment. To address this research gap, we conducted 2150 surveys and 17 focus group interviews (N = 73) with Hong Kong university students, attempting to understand their le…
A systematic review on the learning outcomes in entrepreneurship education within higher education settings
Exploring teacher perceptions of different types of ‘feedback practices’ in higher education
Universities around the world are encouraging teachers to provide more constructive feedback to support student learning, but do teachers know how to distinguish constructive feedback? What pedagogical practice is considered as feedback and what is not? For example, is a rubric a type of feedback? To date, very limited research has answered these questions from university teachers’ perspectives and the current study aims to address this gap. In t…
A four-dimensional framework for teacher assessment literacy in holistic competencies
Given that existing research on teacher assessment literacy has focused on teachers’ ability to evaluate students’ academic achievements, this study aims to develop a conceptualization of teachers’ assessment literacy in holistic competencies. Guided by four dimensions of teacher assessment literacy (knowledge, attitude, practice, socio-emotional management) identified from the existing literature, data collected from 18 individual interviews and…
Students’ voices on generative AI
This study explores university students’ perceptions of generative AI (GenAI) technologies, such as ChatGPT, in higher education, focusing on familiarity, their willingness to engage, potential benefits and challenges, and effective integration. A survey of 399 undergraduate and postgraduate students from various disciplines in Hong Kong revealed a generally positive attitude towards GenAI in teaching and learning. Students recognized the potenti…
A comprehensive AI policy education framework for university teaching and learning
This study aims to develop an AI education policy for higher education by examining the perceptions and implications of text generative AI technologies. Data was collected from 457 students and 180 teachers and staff across various disciplines in Hong Kong universities, using both quantitative and qualitative research methods. Based on the findings, the study proposes an AI Ecological Education Policy Framework to address the multifaceted implica…
Assessing students’ holistic development in China
Youth mentoring strategies and impacts on holistic competencies of secondary school students in Hong Kong
There is a widespread belief that youth mentoring contributes to students’ holistic competency development, but research has not yet provided enough clarity on how exactly this contribution is made possible. To address this gap, in the current study we explore different mentoring strategies and their impacts on mentees’ holistic competency development in an extracurricular mentoring programme for secondary school students in Hong Kong. Informed b…
Pedagogy (31 obras) · Psychology (30 obras) · Mathematics education (18 obras) · Sociology (17 obras) · Political science (15 obras) · Medical education (14 obras) · Student Assessment and Feedback (14 obras) · Computer Science (13 obras) · Medicine (13 obras) · Higher education (12 obras)