The support service aims to:

• Enhance curriculum leadership and professional level of teacher team in participating schools through train-the-trainer approach and with a focus on the curriculum leadership;
• Enhance teachers' capacity in self-directed STEAM learning design, particularly in integrating AI learning elements into STEAM curricula;
• Develop a teacher professional development framework on AI literacy and make recommendations on the conducive learning conditions and environments needed to enhance teachers' AI literacy and pedagogical capacity;
• Enhance teachers' capability to develop students' digital literacy through STEAM education;
• Develop schools’ capacity to design and orchestrate multilevel connected learning to sustain and scale up educational innovations in their schools.

In this project, our goal is to provide our professional service to develop training programme with elective courses to help prepare pre-service teachers at HKU for future CT teaching in schools in collaboration with CoolThink@JC. Here are our proposed objectives for achieving the goals:
1. Explore how to implement computational thinking education to schools at all levels (kindergarten, primary and secondary) and develop competences of pre-service teachers in teaching computational thinking for problem-solving;
2. Expand our HKU pre-service teachers’ training programme which help develop teachers’ technological, pedagogical and content knowledge in CT;
3. Examine how these pre-service teachers change their perception of CT education over time.

The project aims to:

1. provide a comprehensive picture of the state of students’ learning and socioemotional wellbeing after multiple waves of school suspension arising in both primary and secondary schools from the pandemic in Hong Kong between 2020 to 2022;
2. elicit an understanding of how students’ learning and socioemotional wellbeing has been affected by factors at different levels (school leader, teacher, parent, and student) including the input of community organisations; and
3. provide empirical evidence on effective practices and identify issues that could inform a restorative roadmap at family, school, community, and policy levels, paving the way forward for building a resilient, future-oriented education ecosystem that is fit for purpose in the New Normal of education.