Growth Highlight: Soon to begin doctoral studies
Doctoral Programme: Monash University
Research Area: Educational Management
Through many years of school-based practice, I have come to understand that schools can only discover new possibilities for the future when educators are willing to step beyond existing frameworks. Guided by this reflective awareness, I chose to pursue the Master of Arts in Chinese Values-Based Leadership Education, hoping to gain a more systematic understanding of global educational trends and to bring forward-looking international ideas back into everyday school practice.
My learning journey at EdUHK has allowed me to revisit the purpose of education with a renewed perspective. It has also made me more deeply aware of the urgency of nurturing students’ character and holistic competencies. This experience has not only strengthened my belief in educational long-termism but also clarified my lifelong commitment to deepening my work in educational research and practice, continuously promoting educational reform and school-based innovation.
For me, the greatest challenge in this learning journey was breaking away from the fixed mindset I had developed over many years in a traditional school leadership environment. This process was, in many ways, a difficult negotiation with my own past experience.
To overcome this challenge, I made a conscious effort to reset my thinking and immerse myself in the educational context of Hong Kong, drawing insight from its emphasis on values education, self-directed learning, and collaborative practice. Learning was no longer simply a matter of receiving theories. Instead, I came to regard the classroom as a laboratory for reflection and experimentation, where I could constantly consider how these ideas might be adapted and applied to the future development of my own school.
Through this meaningful dialogue between theory and practice, I gradually achieved a breakthrough and reconstruction of my approach to school leadership.
Inspired by the pursuit of excellence captured in the saying, “aim high to achieve well; settle for the average and risk falling short,” I have actively explored how character development can be integrated with school evaluation mechanisms. In doing so, I hope to move values of education beyond abstract concepts and embed it meaningfully into the culture and daily practices of the school.
Although systemic change is never easy, I firmly believe that genuine transformation requires vision, perseverance, and sustained commitment. This challenging yet deeply meaningful practice has not only shaped students’ lifelong development but also become a powerful testament to my commitment as an educational long-termist — one who continues to move forward with conviction and without compromise in the long-distance journey of education.
（As the student’s reflection was originally written in Chinese, certain aspects of the content may not be fully conveyed in translation. For a more comprehensive understanding of her learning journey and reflections, please refer to the Chinese version. ）
