Education and Lifelong Development Research
Welcome to Education and Lifelong Development Research (Abbreviated title: "Educ. Lifelong Dev. Res."), which is an Open Access, peer-reviewed international scientific journal quarterly published by Yandy Scientific Press. Education and Lifelong Development Research (ELDER) publishes theoretical and practical papers on education, human development, and the interplay between these two aspects throughout the lifespan. The journal primarily accepts empirical papers while occasionally considering theoretical and review papers. These contributions present the latest research findings on educational innovation and psychological development, encompassing the following fields (but not limited to): i) Education policy, governance and sustainable development ii) Engineering education and educational psychology iii) Student development and mental health iv) Online education and lifelong learning v) Measurement and assessment in education and psychology vi) Application of information technology in education Vii) Student mobility and international Education Editor-in-Chief: Zhefeng An (Founder) Associate Editor: Youliang Zhang (Co-Founder), Kun Dai Journal information ISSN: 3006-9599 eISSN: 3006-9602 Peer Review Integrity All submissions undergo rigorous editorial screening. Those selected proceed to anonymous expert peer review. We employ a double-blind system to ensure fair evaluation.
Building a World-Class International Education Hub: Hong Kong's Trajectory, Tensions, and Theoretical Frontiers
Hong Kong’s strategic ambition as a Special Administrative Region of China to evolve into a world-leading international education hub sits at the intersection of global higher education trends, urban competitiveness agendas, and complex regional dynamics. This article examines the current conditions, governance challenges, and theoretical implications of this transformation. Moving beyond enrollment metrics and ranking discourses, we conceptualize hub-building as a multi-scalar governance project that requires coherent policy mixes, sustained legitimacy, and robust academic labor foundations. Drawing on theories of policy design, global cities, and organizational justice, the paper outlines a conceptual framework for analyzing Hong Kong’s hub trajectory across five dimensions: global positioning, policy instruments, social legitimacy, human resources, and digital transitions. It further introduces four anchor studies that explore critical tensions in exam mobility fairness, international student policy coherence, multi-actor governance narratives, and academic talent retention. The article concludes by proposing a research agenda that prioritizes comparative, mechanism-oriented scholarship to inform how Hong Kong—and similar hubs—can pursue credible, equitable, and sustainable pathways in an era of geopolitical shifts and digital transformation. Document Type: Original article Cited as: Zhang, Y. L., & Chen, Z. L. (2025). Building a world-class international education hub: Hong Kong’s trajectory, tensions, and theoretical frontiers. Education and Lifelong Development Research, 2(4): 156-165. https://doi.org/10.46690/elder.2025.04.01 References Adams, J. S. (1965). Inequity in social exchange. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 2, pp. 267-299). Academic Press. Altbach, P. G. (2004). 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Policy capacity: A conceptual framework for understanding policy competences and capabilities. Policy and Society, 34(3-4), 165-171. Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE. Zhang, M., Jiang, Q., & Fang, T. (2025). Teacher allocation as a global concern: China’s policy experience over nearly three decades. Education and Lifelong Development Research, 2(3), 114-124.
Reforming exam mobility: Stakeholder preferences and the problem of perceived fairness in Hong Kong’s inclusive temporary-immigrant-education-policy
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 References Azizi, Z. (2022). Fairness in assessment practices in online education: Iranian university teachers’ perceptions. Language Testing in Asia, 12(14). Brunner, L. R. (2021). ‘Edugration’ as a Wicked Problem: Higher Education and Three-Step Immigration. Journal of Comparative and International Higher Education, 13(n5S), 25-37. Chan, D., & Ng, P. T. (2023). Hong Kong as an emerging global education hub: Challenges and strategies. 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Hong Kong’s international student policy (1997–Present): Changing logic, institutional characteristics and development trend from the perspective of policy tools
In the context of globalisation and intensifying competition for talent, Hong Kong, as a Special Administrative Region of China, has adjusted its international student policies to establish itself as a “global post-secondary education hub.” This study addresses the lack of multi-dimensional policy instrument analysis by applying an integrated framework that combines policy instrument and policy capacity theories. Through the analysis of policy documents and existing literature, it examines the evolution of Hong Kong’s international student policies since 1997 and identifies three key institutional characteristics: balancing expansion with quality assurance, friction within the admission-employment-settlement chain, and the dilemma of cross-border standardisation. The study proposes five directions for institutional reform. These findings contribute theoretical insights to policy instrument research in non-Western contexts and offer practical implications for Hong Kong’s development as a high-quality international education hub. Document Type: Original article Cited as: Shi, T., Xie, Z. Y., & Huang, Y. N. (2025). Hong Kong’s international student policy (1997–Present): Changing logic, institutional characteristics and development trend from the perspective of policy tools. Education and Lifelong Development Research, 2(4): 181-192. https://doi.org/10.46690/elder.2025.04.03 References Bodycott, P., & Lai, A. (2012). The influence and implications of Chinese culture in the decision to undertake cross-border higher education. Journal of Studies in International Education, 16(3), 252-270. Brenton, S., Baekkeskov, E., & Hannah, A. (2023). Policy capacity: Evolving theory and missing links. Policy Studies, 44(3), 297-315. Burns, J. P. (2020). The state and higher education in Hong Kong. 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Academic talent mobility in the building of an international education hub: A case study of retention and attrition in the digital transformation of a Hong Kong university
This study investigates the mechanisms underlying faculty mobility during liberal arts university reforms, using L University in Hong Kong, China as a case study within the push–pull theoretical framework. Based on interviews with 24 faculty members who joined or departed during the period of digital transformation, the study examines patterns of academic turnover amid institutional change. The findings show that faculty departures are predominantly driven by “push” factors, particularly inadequate administrative support, excessive workloads, and perceived compensation inequities. In contrast, recruitment is largely shaped by “pull” factors, including access to resources, opportunities for collaboration, and supportive working environments. The results further identify a threshold effect of compensation equity, accompanied by marked disciplinary cultural differences: faculty in the humanities and social sciences place greater emphasis on academic autonomy and disciplinary identity, whereas data science faculty prioritize infrastructural capacity and innovation support. Additionally, digital transformation has amplified latent value tensions and cultural negotiations across disciplines. Accordingly, universities should implement differentiated talent management strategies, enhance discipline-specific support systems, and foster institutional ecosystems that balance resource equity with cultural inclusivity to sustain faculty stability and strengthen organizational attractiveness during reform processes. Document Type: Original article Cited as: Wu, Y., Wu, S. X., & Guo, F. Y. (2025). Academic talent mobility in the building of an international education hub: A case study of retention and attrition in the digital transformation of a Hong Kong university. Education and Lifelong Development Research, 2(4): 193-203. https://doi.org/10.46690/elder.2025.04.04 References Adams, J. S. (1965). Inequity in social exchange. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 2, pp. 267-299). Academic Press. Altbach, P. G. (2004). Globalisation and the university: Myths and realities in an unequal world. Tertiary Education & Management, 10(1), 3-25. Baker, V. L., & Baldwin, R. G. (2015). A case study of liberal arts colleges in the 21st century: Understanding organizational change and evolution in higher education. Innovative Higher Education, 40(3), 247-261. Bauder, H. (2015). The international mobility of academics: A labour market perspective. International Migration, 53(1). Becher, T., & Trowler, P. (2001). 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Hong Kong’s international higher education hub ambitions: Policy address evolution (2000–2025) and multi-actor governance synergy
This study examines the policy evolution and governance dynamics underpinning China's Hong Kong’s development into an International Education Hub from 2000 to 2025. Drawing on a longitudinal qualitative analysis of 25 years of official policy documents, the study identifies four distinct developmental phases: local supply expansion, hub institutionalisation, research-driven integration, and infrastructural consolidation. The findings reveal a pattern of incremental policy layering in which successive governance actors built upon. The Education Bureau, the University Grants Committee, and the Legislative Council assumed differentiated yet interdependent roles, generating a hybrid governance configuration marked by both policy synergy and institutional tension. Theoretically, the study extends Knight's education hub typology by foregrounding governance over functional categorisation, showing that hub development is shaped by multi-actor coordination, path dependency, and competing policy logics. Empirically, the study offers a granular policy genealogy of China's Hong Kong's education hub trajectory, demonstrating how a non-Western regional economy has navigated the tensions between global education hub ambitions and local institutional constraints over a quarter century. Document Type: Original article Cited as: Liu, J. (2025). Hong Kong’s international higher education hub ambitions: Policy address evolution (2000–2025) and multi-actor governance synergy. Education and Lifelong Development Research, 2(4): 204-216. https://doi.org/10.46690/elder.2025.04.05 References Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11(3-4), 290-305. 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