Exploring teacher challenges in conducting moral education in Hong Kong kindergartens: An exploratory study

While the debate of the mode of moral education continues globally, teachers in Hong Kong are experiencing challenges due to the absence of a systematic moral education curriculum in schools. The Hong Kong government emphasizes moral education as a cornerstone of kindergarten educational reform, aiming to cultivate students’ adaptability and moral development from the outset of their kindergarten experience. However, there is a paucity of research investigating the support and challenges teachers encounter, particularly concerning moral education in kindergartens, which limits insights into curriculum development. This study aims to identify teachers’ needs for advancing moral education curricula in Hong Kong. Based on Stake’s model of curriculum evaluation, the findings synthesized from semi-structured interviews with 10 kindergarten teachers reveal critical challenges related to insufficient antecedent resources, current kindergarten practices in moral education, and inadequate professional development opportunities. The study emphasized the need for a comprehensive moral education framework encompassing robust teaching materials, valid assessment methods, and enhanced teacher training programs. Such a framework would improve the consistency and effectiveness of moral education by addressing both antecedent and transactional curriculum elements, ultimately fostering students’ moral development within the diverse educational landscape of Hong Kong. Copyright © 2026 The Author(s). Published with license by Taylor & Francis Group, LLC.