Abstract
This chapter argues for a school curriculum in Hong Kong that prioritizes student well-being over academic success. It explores the challenges that have hindered curriculum reform in Hong Kong, including the exam-oriented culture, high-stakes assessment, and competitive educational environment. Despite the commitment to whole-person development, young students often feel overwhelmed and lack internal motivation to learn. To address these issues, the chapter proposes an approach based on self-determination theory (SDT) that prioritizes the basic psychological needs satisfaction of students for autonomy, competence, and relatedness. By encouraging students to take ownership of learning and internalize their motivation, a more person-oriented curriculum can be developed that promotes student well-being and supports social justice values. The chapter concludes by providing examples of SDT-based curricula and showcasing the planning and outcomes associated with their implementation. By embracing an SDT philosophy, Hong Kong can adopt change and offer students a more engaging, fulfilling, and holistic educational experience. Copyright © 2025 selection and editorial matter, Huixuan Xu; individual chapters, the contributors.
| Original language | English |
|---|---|
| Title of host publication | Curriculum innovation in East Asian schools: Contexts, innovations and impacts |
| Editors | Huixuan XU |
| Place of Publication | Abingdon, Oxon |
| Publisher | Routledge |
| Pages | 206-230 |
| ISBN (Electronic) | 9781032499710, 9781003396284 |
| ISBN (Print) | 9781032499703 |
| DOIs | |
| Publication status | Published - 2025 |
