Reforming exam mobility: Stakeholder preferences and the problem of perceived fairness in Hong Kong’s inclusive temporary-immigrant-education-policy

Abstract

This study explores the phenomenon of “exam-oriented mobility” in Hong Kong, China and the implications of the 2025 residency requirement policy adjustment for education governance. Through policy and media analysis, stakeholder interviews, and a power–legitimacy–urgency model, it finds that negative media coverage of policy loopholes exacerbates public skepticism about educational equity; a value tension exists between local residents and new immigrants regarding distributive and procedural fairness; and policy adjustments reflect both the media's agenda-setting function and the policy feedback effect of perceived fairness. Theoretically, this study integrates perceived fairness, policy feedback, and media framing theory to reveal the interaction mechanisms between institutional incentives, public perception, and external narratives. Practically, it emphasizes the importance of transparent policy design and balanced communication in maintaining the legitimacy of education governance. The findings provide comparative insights for other societies striving to balance inclusivity and equity within their education–immigration policy frameworks.

Document Type: Original article

Cited as:

Lu, J. Y., Xie, L. L., Chen, Z. X., & Chen, Z. L. (2025). Reforming exam mobility: Stakeholder preferences and the problem of perceived fairness in Hong Kong’s inclusive temporary-immigrant-education-policy. Education and Lifelong Development Research, 2(4): 166-180. https://doi.org/10.46690/elder.2025.04.02

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