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Research & Development

Research & Development
On-going Projects
Research and Development Projects 2027-28

Research and Development Projects 2027-28

The vision of SCOLAR is to enable the people of Hong Kong, in particular, students and working adults, to become biliterate (in written Chinese and English) and trilingual (in Cantonese, Putonghua, and spoken English).

The “Research and Development Projects 2027-28” (the Projects hereafter) aims at supporting the implementation of various initiatives on Chinese (including Putonghua) and English language learning and teaching in local schools and generating new knowledge or filling pedagogical gaps in the local contexts.

Priority Themes for Research and Development Projects 2027-28

The priority themes identified for the call for applications are listed below.  Examples of possible research and development focuses/areas are given as appropriate. All applications must be made under one of the following themes-

(a) Chinese or English Language Learning, Teaching and Assessment at Different Educational Stages (from Kindergarten Education onwards)
  • Holistic planning, implementation, and evaluation
  • Pedagogy for Chinese (including Putonghua) or English to cater for the diverse needs of learners, including learners with special educational needs (SEN)
  • Assessment of Chinese (including Putonghua) or English language proficiency
  • Language across the Curriculum (LaC)
  • Chinese (including Putonghua) or English language development and learning for young children
  • Language learning needs of students for effective communication across different contexts to facilitate effective language education policy formulation
(b) Learning of Chinese Language of Non-Chinese Speaking (NCS) Learners
  • Chinese language and literacy development of NCS learners in early years
  • Teaching/learning of Chinese language of NCS learners at different stages of schooling
  • Learning of Chinese language of NCS students in/outside classrooms
(c) Interface Between Key Educational Stages in Chinese or English Language Learning and Teaching
  • Chinese (including Putonghua) or English language learning and teaching across kindergarten education and Key Stage One
  • Chinese (including Putonghua) or English language learning and teaching across Key Stage One and Key Stage Two
  • Chinese (including Putonghua) or English language learning and teaching across Key Stage Two and Key Stage Three
  • Chinese (including Putonghua) or English language learning and teaching across secondary and post-secondary/tertiary education
(d) Use of Technology-Enhanced/AI-Powered Tools to Facilitate Learning, Teaching, and Assessment of Chinese (including Putonghua) or English Language
  • Catering for learner diversity
  • Facilitating self-directed learning
  • Promoting assessment literacy, especially assessment as learning practices
  • Enhancing student motivation
  • Promoting multimodal and digital literacy
(e) Chinese (including Putonghua) or English Language Use and Proficiency of Working Adults
  • Multimodal literacy in the workplace
  • Perceived and, where appropriate, tested proficiency across workplace and social contexts
  • Key challenges working adults encountered when using English and Chinese in both written and spoken modes across different contexts
  • Language learning needs of working adults for effective communication across different contexts to facilitate effective language education policy formulation

The themes are by no means mutually exclusive. Interrelated themes will also be considered. Collaborative research across local institute(s), with international partnership(s) and/or cross-sector involvement is strongly encouraged.

The application was closed at 5:00 p.m. on 30 June 2026