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Cheuk Yan Leung, Soka University, JapanAbstract
This study examines critical thinking education (CTE) in Hong Kong's secondary schools, exploring how competing national identities and educational reforms have shaped pedagogical practices. Through mixed-methods research involving 23 questionnaire respondents and 4 in-depth interviews, we investigate teachers' perceptions of critical thinking skills (CTS) development and how the educational system shapes their professional identities. Findings reveal significant gaps between content delivery and practical application of CT, systemic barriers including examination-oriented curricula and socio-political constraints, and teachers' evolving roles as knowledge transformers, strategic guides, and motivational encouragers. The study highlights the tension between developing independent thinking and navigating institutional demands, particularly following the implementation of the National Security Law. We argue that meaningful educational reform requires empowering teachers, reimagining assessment frameworks, and balancing institutional structures with the transformative potential of nurturing critically aware learners.
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Conference: ACE2025Stream: Educational policy
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Leung C. (2026) Reimagining Critical Thinking Development: A Teacher Perspective on Alternative Approaches to Hong Kong’s Education System ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 343-361) https://doi.org/10.22492/issn.2186-5892.2026.28
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.28
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