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Law Tsun Hin, The University of Hong Kong, Hong Kong, ChinaAbstract
This research paper emphasizes discussing the different adolescent personal development contexts in Hong Kong, like reshaping psychosocial processes, peer relationships, and educational experiences. As a conscientious pre-social worker, this paper adopted a broad range of human development, which is in line with studying the ages of adolescents and impacts of COVID-19 on their learning for individual and community levels. It adopted many theoretical perspectives, including Erikson's psychosocial theory of identity vs. role confusion, Piaget's formal operational development, Maslow's hierarchy theory (like need for belongingness and self-respect), Vygotsky's sociocultural theory, Bandura's social learning theory, and Bronfenbrenner's ecological system theory (incorporating a neo-ecological perspective on digital micro-systems). This paper applied diverse research methods, like interviews and surveys, that were used to meet the requirements of validated data instruments and triangulation. Besides numerous article and journal reviews, it also involved an online survey involving the secondary student population (n = 46) and a semi-structured interview with a senior registered social worker. Despite the findings of reduced extracurricular activities, cooperation, and social skills among students, as well as increased likelihoods of anxiety and social withdrawal after mask mandates. Nevertheless, it becomes imperative to explore issues related to digital competencies, literacy, and sustainability of hybrid learning among educators, social workers, and students. Through teaching and social learning, it discovered and led to unequal scaffolding, divided learning attention and consciousness, and expanded more digital divides among underprivileged families. Finally, the paper provided social work and educator recommendations in relation to digital equity and social/emotional learning among students.
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