The inter-university forum on student-centered learning, organized by the Common Core Curriculum Office (CCCO) of The Hang Seng University of Hong Kong, was held on 4 June 2026 as part of the QESS-funded project “Incorporating Student-Centered Learning (SCL) in the Common Core Curriculum of HSUHK.” Titled “Teaching Forum on Hong Kong Philosophy Education,” the event focused on philosophy education as an exemplary context for exploring and showcasing SCL in practice. By examining how philosophy instruction nurtures critical thinking, reflective inquiry, and student agency, the Forum highlighted effective strategies and innovative perspectives for promoting student-centered learning—approaches that are readily adaptable and transferable across various disciplines in higher education.
Bringing together 50 members from a broad spectrum of local institutions, the Forum offered a full day of insightful dialogue and dynamic exchange. The programme was thoughtfully designed to explore philosophy education as a fertile context for implementing and showcasing SCL principles, while also generating ideas that are applicable across the wider academic landscape. The day’s sessions featured a blend of presentations and interactive group discussions, each crafted to encourage meaningful conversation around key themes such as critical thinking, reflective inquiry, ethical engagement, and the nurturing of student agency. Attendees explored a spectrum of student-centered pedagogies and considered how these practices can support active participation and empower students to become co-creators of their learning experiences. The event also underscored the expanding role of technology and artificial intelligence in enriching personalised learning and introducing new forms of engagement. In addition, discussions highlighted the importance of promoting learning motivation, demonstrating effective ways to inspire students both within the classroom and in broader educational contexts.
The inclusive and collegial atmosphere of the Forum promoted the sharing of practical strategies, pedagogies, and experiences among both seasoned and emerging educators. Sessions illuminated the value of experiential learning, curriculum design, and opportunities for students to participate in inquiry-based learning both within and beyond the university setting. The sharing of best practices, coupled with networking opportunities, helped to foster a sense of community and shared purpose among attendees.
The Forum stands as a strong testament to HSUHK’s ongoing commitment to pedagogical innovation and cross-sector collaboration, contributing to the advancement of student-centered education in Hong Kong and beyond.
