Internationalization of Hong Kong’s Primary School Education Curriculum in the Intercultural Teaching Context

Abstract

This study examines the internationalization of education in two Hong Kong primary schools: a local school with a developing international section (School X) and an established international school (School Y). Through a comparative case study approach, the research utilizes qualitative semi-structured interviews with 18 teachers engaged in curriculum internationalization, an interview with one senior government official, classroom observations, and document analysis of curriculum frameworks, policies, and reform documents. The study investigates the motivations behind curriculum internationalization, the alignment of reforms with international narratives, and their effects on primary education. Results reveal that local schools pursue internationalization to boost regional competitiveness and adapt global trends to local values, shaped by factors such as leadership, teacher innovation, and resource limitations. School X incorporates blended learning and technology, while School Y employs project-based and inquiry-driven approaches, both promoting teacher agency, intercultural competence, and 21st-century skills such as critical thinking and collaboration. These reforms enhance primary education by aligning with global standards, though challenges like exam pressures and local expectations persist. Addressing a gap in research on primary education internationalization, this study provides practical insights for Hong Kong’s educational policy and practice.