Construction of Hong Kong's ICT Curriculum System under Digital Education Policy: A Grounded Theory Approach
DOI:
https://doi.org/10.54097/n91zdg06Keywords:
Digital education policy; Hong Kong; ICT curriculum system; Grounded theory; Digital literacy.Abstract
Hong Kong, as an area with early development of digital education, has gradually formed a relatively complete information and communication technology (ICT) curriculum system under the impetus of policies. Based on the grounded theory, this paper explores the key elements of curriculum system construction and their relationships through the coding analysis of ICT curriculum policies and documents in Hong Kong. It is found that the construction of ICT curriculum system in Hong Kong is jointly influenced by curriculum objectives, contents, implementation, evaluation and guarantee, and the policy-guided collaborative operation mechanism of the curriculum system. The cultivation of digital literacy and the development of computational thinking constitute the core objectives of curriculum construction. Programming education and digital teaching have become the important starting points of curriculum reform, while teachers' professional development and resource allocation provide support for the operation of curriculum system. Based on the research results, the conceptual model of ICT curriculum system construction in Hong Kong is constructed, and the optimization path is put forward.
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