The promise of the school curriculum for every student: A self-determination theory perspective

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.