masters in education hong kong

• Programme Information
• Faculty of Education

Master of Education

The Master of Education (MEd) is an academic degree for education professionals who are looking for opportunities to extend their professional knowledge in education. It aims to provide students with a general understanding of education as a field of study and focused mastery of an area of specialisation, and to equip them with knowledge and skills to understand educational research. MEd graduates from the University of Hong Kong are actively involved in school administration, policy development, adult and vocational training, teacher education, curriculum development, classroom teaching, educational assessment and evaluation, and educational research both in Hong Kong and abroad.

Online Information Session Information sessions (via ZOOM) would be arranged in December 2024 for individual specialisms.

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Mode of Attendance

Full Time (normally one year, up to a maximum of two consecutive years, with classes generally on weekday evenings)

Part Time (normally two years, up to a maximum four consecutive years, with classes generally on weekday evenings)

Medium of Instruction

Programme entrance requirements.

A candidate shall satisfy both the University Admission Requirements and the Programme Specific Requirements as listed below:

1. comply with the General Regulations and the Regulations for Taught Postgraduate Curricula;

2. hold a Bachelor's degree of this University or a qualification of equivalent standard from this University or another comparable institution accepted for this purpose;

3. for qualification from a university or comparable institution outside Hong Kong where the language of teaching and/or examination is not English, a candidate is required to obtain a score of 583 or above (paper-based test) or 93 or above (internet-based) in the Test of English as a Foreign Language (TOEFL) # ; a minimum overall band of 6.5 with no subtest lower than 6 in the International English Language Testing System (IELTS) # ; or Grade C or above in either the Overseas General Certificate of Education, the International General Certificate of Secondary Education, or grade C1 or above in the Cambridge Test of Proficiency in English Language; and

4. satisfy the examiners in a qualifying examination, if required.

# For admission, only TOEFL or IELTS scores recorded in the two years before the date of application will be considered.

Programme Admissions Advisor(s)

Dr Hugo Duarte Alves Horta

List of Programmes

Application deadline.

Full Time: 

12:00 noon (GMT +8), January 27, 2025

Part Time: 

Master of Education

This is a taught postgraduate programme leading to the award of the degree of Master of Education (MEd). The Master of Education Programme (the Programme) is designed for local and international educators and professionals who have an interest in the field of, and specialised areas in, education.

• to strengthen knowledge of and skills in education;
• to enhance analytical and critical understanding of issues in education from different perspectives;
• to develop a reflective, multi-disciplinary approach to education;
• to facilitate initiatives and promote leadership in education; and
• to foster competence in research in education.

PROGRAMME INTENDED LEARNING OUTCOMES (PILOs)

Upon completion of the programme, graduates are able to:

• explain in-depth knowledge of education;
• apply theories and concepts in educational issues;
• apply specialized, professional skills in education;
• analyze critically and creatively on issues in education from different perspectives;
• conduct education research in professional manner;
• create and evaluate educational initiatives by reflecting upon multi-disciplinary approach to education.

Special Features of the Master of Education Programme

• The Master of Education Programme is intended for educators and those in education-related professions. It has the potential to benefit a range of professions, such as practising or prospective teachers, school management personnel, social workers, and those who have an interest in the field of, and specialised areas in, education.
• With a flexible programme design, students are allowed to choose one concentration area while they can also take courses offered by other concentrations. The Programme also offers a choice of dissertation/ independent project or coursework only for the fulfilment of graduation requirements.
• Class sizes are small, with ample opportunities for in-class discussion and interaction.
• English language is used in the full-time and part-time programmes.

There are EIGHT  concentrations available in the programme. Upon entry into the programme, each student must select one specific concentration and take all required courses in that concentration together with the common required courses and elective courses. The programme is comprised of 27 units in total with the distribution stipulated as follows:

Descriptions for each course are listed in the University’s Calendar/Bulletin.

PROGRAMME DELIVERY

Most courses are taught by a combination of lectures, tutorials, workshops and seminars. During the course of study (second year for part-time programme), students complete a dissertation under the guidance of their supervisors. In lieu of the dissertation, students are allowed to undertake an Independent Project and an additional elective course, or two additional elective courses.

Students are required to attend either day or evening (for full-timers), evening (for part-timers) classes on weekdays and Saturday morning / afternoon. A student may take no more than three courses in a semester.

Normally, students should complete the Programme in two calendar years (for part-timers) and one calender year (for full-timers). An alternative modular mode may be available for part-time students who would like to take a more flexible schedule of study and credit load. Please contact the Department of Education Studies for details. With special permission, a part-time student may extend his or her study but in no cases would the period of study be allowed to exceed three calendar years.

GRADUATION REQUIREMENTS

To be eligible for the award of a Master of Education degree, students must:

• complete a total of 27 units;
• satisfy the requirements of the dissertation or its equivalent within the specified duration of the programme;
• obtain Grade C- or above in all courses; and
• achieve a cumulative GPA of 2.50 or above.

ADMISSIONS REQUIREMENTS

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Master of Education

• Programme Overview and Aims
• Programme Structure

Fields of Studies

• Tuition and Fees

Enquiries Information

General Enquiries

+852 3917 5712 / 

+852 3917 1951 /

+852 3917 8044

Room 420, 4/F, Meng Wah Complex

The University of Hong Kong

Fields of Studies^ (2025 Intake)

The following specialisms are offered for admissions in September 2025. Please note that most of them are available in both one-year full-time and two-year part-time modes, while some of them are available for full-time mode only.

When you apply for admission to the MEd, you will be asked to choose your specialism and mode of study. If you are applying for more than one specialism/mode of study, separate online applications should be submitted. Applications are non-transferrable among specialisms/modes of study once an online application has been submitted.

For further information about the specialism, please contact the relevant Specialism Coordinator.

^ The University reserves the right to withdraw the offering of any  specialism/mode of study if the number of enrolment is insufficient to form a viable class or due to any unforeseen circumstances. In the event that a specialism/mode of study is withdrawn, applicants may have their deposit refunded .

EDB's Scholarship for Teachers (Pursuit of Master's Degree Programmes) 

The Education Bureau (EDB) has launched a scheme called the Scholarship for Teachers (Pursuit of Master's Degree Programmes). The Scholarship for Teachers aims to celebrate achievements of high-performing teachers and to encourage teachers’ pursuit of higher qualifications as well as to enhance their professionalism. It is offered to selected full-time serving teachers who take part-time studies in the following MEd fields of study in 2023-24 school year (the list for 2024-25 will be announced in due course):

1. Chinese Language Education 2. Content and Language Integrated Learning 3. Educational Administration and Management 4. English Language Education 5. Guidance and Counselling 6. Mathematics Education 7. STEM Education

The list for 2025-26 will be available in due course.

For details, please visit EDB website at: https://www.edb.gov.hk/en/teacher/qualification-training-development/training/scholarship-for-teacher-master/index.html .

1. Generalist Strand (GS)

Full-time and part-time

This Generalist Strand consists of a compulsory core course (6 credits), 7 general elective courses (6 credits each), plus a research project or a professional portfolio (12 credits).

• Specialist Strands
• Generalist Strand

Chinese Language Education (CLE) 

This specialism provides teachers, language educators and teacher educators with theoretical knowledge and the latest research developments in Chinese linguistics and language education and enhances their pedagogical skills. This specialism also aims to promote research relevant to language in education in Hong Kong.

Click here for detailed information (PDF)

Specialism Coordinator:

Comparison is a fundamental tool for all forms of enquiry.  When applied to education in an international setting, it assists in identification of factors which shape education systems, processes and outcomes, and instruments for improvement. The comparisons in this specialism will be framed by theories and understandings of the forces of globalisation.  These forces bring benefits for many people, but can also have negative dimensions. The specialism will examine forces of continuity and change and the implications for educators.  It will also focus on the nature of development in an international context and on the role of education in the processes of development.  This will include analysis of all levels of formal education (early childhood to higher education), and various types of non-formal education.  It will include particular reference to UNESCO’s work in the context of the United Nations’ Sustainable Development Goals (SDGs).

Click here for detailed information (PDF)

Professor Jeremy Rappleye (+852 3917 0356; [email protected] )

This specialism aims to cater for more content and language in-service and pre-service teachers in Hong Kong, Mainland China, and overseas. It is designed for subject teachers who are directly involved in English medium instruction (EMI) and English language teachers who have a role to play in supporting EMI content teaching. It equips participants with the linguistic principles and knowledge of practice to develop and implement language-across-the-curriculum initiatives in schools to improve both English academic literacy and EMI content instruction.

Specialism Coordinators :

Full-time and part-time .

The specialism aims to develop an advanced understanding (appropriate to the Master's level) and leadership in the field of curriculum studies. Specifically, students will follow specialist courses that explore ideas and theories in the areas of curriculum concepts and design, learning, assessment and pedagogy, curriculum policy and practice, curriculum implementation and evaluation.

Specialism Coordinator :

Full-time only .

The specialism aims to provide participants with the knowledge, skills, and attitudes to facilitate high quality and contextually appropriate early childhood education. Specifically, the specialism will help participants acquire scientifically-based knowledge about early childhood education, develop a deeper understanding of contextual influences on children’s development and learning, and further develop their professional competence in planning, implementing and evaluating programmes of early childhood education and care. Participants will also be encouraged to access the most recent international knowledge in the field.

This specialism provides educators with related theoretical background, cultivates their research interests and abilities to understand and analyse the effective practice of administration and management in education, as well as in other relevant contexts as appropriate.  Topics discussed will include organisation theories; management theories; theories and strategies for decision-making; sociological perspectives of educational institutions; educational policy-making and planning; organisational performance; accountability and law in education; and research methodology in educational administration.

The specialism aims to provide experienced teachers and language specialists with an appropriate theory-based framework within which to understand and investigate issues involved in English language education, in order that they can develop leadership roles in the profession. The specialism focuses on the development of participants’ language awareness, with a view to equipping them with the expertise necessary for a critical understanding of approaches to research and development in English language teaching and learning.  The specialism also develops the practical skills needed for school-based classroom research, curriculum development, and the implementation of innovations.

Entry requirements:

• Have obtained a minimum level 7 overall in IELTS or equivalent and no less than 6.5 in any skill (where applicable)
• Hold a first degree in a language related discipline
• Hold a teaching qualification
• Have at least 1 year of full-time teaching experience (discretion may be applied in considering individual cases

This is a professional graduate course designed for administrators, teachers, enrichment specialists, student affairs professionals, and guidance personnel concerned with various aspects of gifted education and talent development in schools and similar settings. The course is based upon the belief that talent development is essential for all school students. The course provides not only the theoretical framework for gifted education but also practical strategies for organising and implementing activities that foster students’ creativity, talent development, social and emotional development, and career preparation. The course addresses participants’ development of key competencies necessary for implementing school-wide gifted education and talent development programmes. The participants in this specialism will be encouraged to reflect on their own practices and strategies in gifted education and talent development, which in turn can contribute to the building of a school-wide talent development system.

The specialism is a graduate professional specialism designed for administrators, teachers, student affairs professionals, and guidance personnel concerned with various aspects of educational guidance, career education and counselling in schools and similar settings. The specialism is based upon the belief that personal-social, academic and career development is essential for all school students. This specialism is based on the “systems approach” as a conceptual framework, and addresses approaches that schools may employ in strengthening Domain Three―Student Support and School Ethos. Awareness of the overall framework will assist in school self-evaluation and external school review. The specialism provides not only the theoretical framework but also practical strategies for organising and implementing guidance activities that foster students’ whole-person development. This specialism addresses the competencies teachers are required to display in the Dimension “Pastoral Care for Students” as an important aspect of their continuing professional development.

This specialism is designed to provide students with a comprehensive perspective on the theories and practices in higher education. In the increasingly globalised and complex higher education environment, the programme aims to enhance students’ critical thinking, research skills, and professional development in higher education. The courses draw on interdisciplinary perspectives from philosophy, sociology, economics, political science, pedagogy, and comparative education. It also covers multiple layers of higher education, including global and national systems, institutional policy and practice, and teaching and learning. Teachers in the specialism are globally known scholars in higher education and their research works are widely published internationally. Students who want to develop their research skills for further study, seek career advancement in the higher education sector, and pursue interdisciplinary knowledge in education are welcome.

This specialism is designed for teachers and other educators directly involved with mathematics education. It aims to provide a comprehensive overview that will cover relevant research and contributions to the discipline from a variety of perspectives, namely the social and cultural context, teaching and learning, the curriculum, philosophy, and the impact of technology.

This specialism is designed to familiarise teachers/educators/individuals interested in psychological studies in education with the basic concepts and principles of developmental, educational, and social psychology and their application in educational contexts. Strong emphasis will be placed on topics and issues in contemporary research that are relevant to schools and higher educational institutions in Hong Kong, Mainland China, and the rest of the world. Sample topics covered are (i) learner characteristics (e.g., cognitive development, language development, moral development, psychosocial development, interpersonal development, and factors influencing student development such as individual differences in learning approaches, motivation, and learning styles); (ii) teacher characteristics (e.g., conceptions of teaching and learning, emotions in teaching, teacher self-efficacy, teaching styles, and teaching approaches); and (iii) the process, context, and culture of learning (e.g., theories of learning and teaching, curriculum, pedagogy, learning how to learn, designing effective learning, classroom talk, assessment, computer-supported collaborative learning, and the Chinese Learner).

This specialism aims to equip education students with an in-depth understanding of theoretical and practical issues surrounding STEM education. The specialism will explore philosophy, theories, learning design, technologies and policy at local and international level with respect to STEM.  Specific theoretical constructs will be examined in the specialism, with a focus on developing further research agenda at graduate level, e.g., STEM literacies, learning design, levels of integration, computational thinking, and design thinking.

Full-time only

This specialism is designed for pre-service or in-service Chinese language teachers in secondary schools, who want to equip themselves with knowledge and skills in teaching Chinese in international contexts. The programme connects theory and practice, focusing on issues related to pedagogy, curriculum design, assessment and classroom research for teaching Chinese as a second language. The programme aims to develop qualified TCSL teachers versed in various international curricula, with a particular focus on the (International Baccalaureate) IB curriculum. Completion of this specialism leads to the IB Certificate in Teaching and Learning.

The specialism equips the participants with knowledge and pedagogical skills in teaching Chinese language and literature. It focuses on the International Baccalaureate (IB) Diploma Programme (DP) and other international curricula. It aims to enable participants to become effective teachers in international education, thus building their capacity to develop inquiring, knowledgeable and globally minded young people. It is a specialism requiring both coursework and a professional portfolio. The course arranges teaching practicum experience in IB schools for pre-service teachers. The participants will explore theories and practices of teaching Chinese language and Chinese literature requiring critical thinking about teaching and learning. Completion of this specialism leads to the IB Certificate in Teaching and Learning.

This Generalist Strand does not have a specialist course. It allows students to choose seven elective courses of various areas that are of interest or needs of the candidates.  Candidates who do not wish to commit to a particular specialism may consider this Strand.

Peter Leung

Current Student

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Master of Arts in Education for Sustainability

Master of Arts in Education for Sustainability [MA(EfS)] was launched by The Education University of Hong Kong under the Department of Science and Environmental Studies. This programme emphasises subject knowledge, innovative pedagogical practices, flexible teaching environments and a critical approach to thinking about educational and sustainability issues. Graduates of various disciplines, in-service teachers, local and international non-governmental organisation (NGO) workers, government officials and private sector consultants are welcome.

Program Overview

Programme Information, Field Trips & Career Prospect

Programme Information

Field Trips & Career Prospect

Disclaimer EdUHK, has not collaborated with any agency in Mainland China or Hong Kong on admission, and does not encourage students to entrust their applications to any third-party agents and we always contact applicants directly on updates regarding the applications. You must complete and submit your own application via the EdUHK online admissions system and provide your own personal and contact details.  Please refer to the official EdUHK channels, such as programme websites and the admissions system, for the required information to complete your application. 

Every effort has been made to ensure the accuracy of the information contained in this website. Changes to any aspects of the programmes may be made from time to time as due to change of circumstances and the University reserves the right to revise any information contained in this website as it deems fit without prior notice. The University accepts no liability for any loss or damage arising from any use or misuse of or reliance on any information contained in this website. In the event of inconsistency between information in English and Chinese versions or where an interpretation of the programme content is required, the decision of the University shall be final. 

Any aspect of the courses and course offerings (including, without limitation, the contents of the course and the manner in which the course is taught) may be subject to change at any time at the sole discretion of the University if necessary. Without limiting the generality of the University’s discretion to revise the courses and course offerings, it is envisaged that changes may be required due to factors including staffing, enrolment levels, logistical arrangements, curriculum changes, and other factors caused by change of circumstances. Tuition fees, once paid, are non-refundable.

• MA Degree in Early Childhood Education
• Doctor of Philosophy
• Master of Philosophy
• Doctor of Education
• Master of Education
• MA Degree in Chinese Language Education
• MA Degree in English Language Teaching
• MA Degree in Professional Educational Psychology
• MA Degree in School Guidance & Counselling
• MA Degree in School Improvement & Leadership
• MA Degree in Teaching English to Speakers of Other Languages
• MSc Degree in Mathematics Education
• MSc Degree in Sports Science and Physical Activity
• Tuition Fee
• Period of Study
• Class Schedule
• General Qualifications for Admission
• Application Procedures
• Application Period
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• Information Session
• Course Information

Programme Description

In both Hong Kong and mainland China, the government places much emphasis on early childhood education. Educators working in kindergartens, child care centres and related sponsoring bodies are charged with leading school-based improvements, and are increasingly held accountable in this regard. Kindergartens and child care centres must develop and drive their own quality programmes in line with global trends and local needs. This programme is designed to provide motivated early childhood educators with both the theoretical and applied knowledge as well as skills needed to lead successful improvements of early childhood education and to nurture children to attain a balanced development.

The objectives of this programme are to help students:

• Develop an in-depth understanding of the literature of whole child development and how it applies to early childhood education in Hong Kong and elsewhere;
• Understand the types of leadership necessary for principals, mid-level leaders, teachers and other educators to lead pre-schools successfully towards improved student development and learning outcomes;
• Develop knowledge-sharing and professional learning networks;
• Critically review the issues involved in the reform of as well as policies and practices related to early childhood education; and
• Become proactive in facilitating school-based curriculum and teaching reforms and institutional improvement.

Who Should Apply?

Applicants for the full-time programme should be graduates of an early childhood education, psychology, education or other related programme.

Applicants for the part-time programme should be serving pre-school principals, supervisors, teachers, school development consultants or government officials; applicants who have no relevant professional experience but have taken specialised courses in equivalent programmes offered by recognised institutions may also apply. In addition, applicants should preferably hold a Postgraduate Diploma in Education / Certificate in Kindergarten Education or its equivalent.

Study Scheme

Students are required to complete a total of 24 units for graduation.

# New Course Code adopted for use starting from 2020-21

(a) A student must achieve a cumulative grade point average (GPA) of at least 2.0 in order to fulfill the graduation requirement.

(b) Students must fulfill the Term Assessment Requirement of the Graduate School. A student who obtains a cumulative grade point average (GPA) below 2.0 in the preceding term will be put on academic probation. For details, please refer to Clause 13.0 “Unsatisfactory Performance and Discontinuation of Studies” of the General Regulations Governing Postgraduate Studies which can be accessed from the Graduate School Homepage: http://www.gs.cuhk.edu.hk .

Note: Courses will be mainly taught in English. The medium of instruction will be subject to the availability of teachers. The Programme reserves the right of final decision on the medium of instruction. Students should observe the medium of instruction of each course in the system for course selection and registration.

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Hong Kong leader warns mainland students on fake degrees

Island’s chief executive instructs universities to strengthen vetting processes as plans to attract more offshore students ramp up.

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Hong Kong has warned students against faking documentation to gain admission to the island’s universities, as policymakers scale up plans to attract more international students.

It comes as a student from mainland China was sentenced to 17 weeks in jail for using fake credentials in her application to the University of Hong Kong (HKU).

The 24-year-old, Wu Linhui, was one of about 30 students enrolled in the institution’s business school found to have used forged documents to get into a postgraduate course. The students involved had reportedly paid agents in China and overseas to produce the fake credentials.

In court, Wu, who is the first to be prosecuted, admitted that she had falsely claimed to have attended Cornell University when she applied to HKU in 2022. HKU began investigating concerns about fake qualifications in May 2024 and subsequently contacted the US university, which confirmed that Wu had never been a student there.

Hong Kong’s leaders have now warned prospective international students that any suspicions of admissions fraud will be investigated and prosecuted.

Speaking to journalists, John Lee, the chief executive of Hong Kong, said the government was working with mainland authorities to crack down on “unscrupulous” individuals producing fake documents.

“I believe that the majority of students are law-abiding,” he said. “Hong Kong’s universities themselves need to enhance and strengthen their systems in verification of academic qualifications from applications. We are talking about a huge number of applications, but if there are contraventions, law enforcement agencies will take action.”

Mr Lee said some universities have already “strengthened their vetting processes” and have “identified some dodgy cases”.

It comes days after the government reaffirmed its commitment to attracting non-local students to Hong Kong.

In his annual policy address, Mr Lee said the government aimed to “expedite the development of Hong Kong into an international hub for post-secondary education, bringing in more global high-calibre talents”.

Policies to support this include expanding the “Study in Hong Kong brand”, including by participating in more international conferences, increasing the supply of student housing in the city and the continued development of the Northern Metropolis University Town .

Last year, the government eased restrictions on international student numbers at Hong Kong’s universities, doubling the limit on the number of non-local undergraduates allowed to enrol.

The island’s universities largely welcomed the move, which was expected to significantly increase the number of mainland Chinese students at Hong Kong’s institutions.

Now, the government has said it will focus on students from the Asean region, the Middle East and other Belt and Road countries , offering more scholarships to help overcome cost barriers.

Speaking to reporters, Mr Lee emphasised that the government would work with universities to promote Hong Kong as an international student destination, while combating illegal activities.

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News & Insights

Hong Kong Bourse May Reverse Thursday's Losses

October 24, 2024 — 09:15 pm EDT

Written by RTTNews.com for RTTNews  ->

(RTTNews) - The Hong Kong stock market on Thursday snapped the two-day winning streak in which it had advanced more than 280 points or 1.4 percent. The Hang Seng Index now sits just beneath the 20,490-point plateau although it's expected to open to the upside on Friday.

The global forecast for the Asian markets is mixed to higher, likely driven by the latest earnings news. The European markets were up and the U.S. bourses were mixed and the Asian markets figure to split the difference.

The Hang Seng finished sharply lower on Thursday following losses from the property stocks and technology companies.

For the day, the index stumbled 270.53 points or 1.30 percent to finish at 20,489.62 after trading between 20,448.46 and 20,685.46.

Among the actives, Alibaba Group retreated 3.24 percent, while Alibaba Health Info plummeted 4.73 percent, ANTA Sports dropped 2.01 percent, China Life Insurance was down 0.94 percent, China Mengniu Dairy declined 3.11 percent, China Resources Land tumbled 3.44 percent, CITIC slid 1.07 percent, CNOOC climbed 1.17 percent, CSPC Pharmaceutical tanked 3.45 percent, Galaxy Entertainment dipped 1.02 percent, Haier Smart Home eased 0.82 percent, Hang Lung Properties sank 1.97 percent, Henderson Land shed 1.72 percent, Hong Kong & China Gas added 0.33 percent, Industrial and Commercial Bank of China collected 0.42 percent, JD.com surrendered 3.02 percent, Lenovo slumped 2.71 percent, Li Auto lost 1.49 percent, Li Ning rallied 1.44 percent, Meituan plunged 4.05 percent, New World Development skidded 2.11 percent, Nongfu Spring stumbled 3.16 percent, Techtronic Industries slipped 0.97 percent, Xiaomi Corporation fell 1.17 percent and WuXi Biologics weakened 2.37 percent.

The lead from Wall Street is murky as the major averages opened mixed on Thursday and finished the same way.

The Dow dropped 140.59 points or 0.33 percent to finish at 42,374.36, while the NASDAQ climbed 138.83 points or 0.76 percent to close at 18,415.49 and the S&P 500 rose 12.44 points or 0.21 percent to end at 5,809.86.

The strength on the tech-heavy NASDAQ was spurred by strong quarterly earnings from the likes of Tesla (TSLA) and UPS (UPS).

On the other hand, the Dow was weighed by weak quarterly earnings news from IBM (IBM), Honeywell (HON) and Boeing (BA).

Oil prices fell on Thursday, extending losses from the previous session as concerns about excess supply and weak crude consumption in China weighed. West Texas Intermediate Crude oil futures for December ended down $0.58 or 0.8 percent at $70.19 a barrel.

The views and opinions expressed herein are the views and opinions of the author and do not necessarily reflect those of Nasdaq, Inc.

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