FEHD Research

Standing at the forefront of research into education and psychology, the Faculty of Education and Human Development (FEHD) is the leading provider of educational courses and research at the Education University of Hong Kong (EdUHK). We conduct high-quality research that addresses educational, social, and policy issues of global significance.

Article of the Month

Discover this month’s featured article, showcasing cutting-edge research and impactful ideas from our Faculty’s experts across disciplines.

Mar 2026

Building Bridges to Global Academic Excellence through the Hong Kong PhD Fellowship Scheme

Hong Kong is rapidly becoming a vibrant global hub for doctoral education. A new project funded by the Public Policy Research Funding Scheme and led by Dr Ewan Wright at The Education University of Hong Kong (EdUHK) offers the first empirical look into the Hong Kong PhD Fellowship Scheme (HKPFS). Established in 2009, this flagship initiative aims to attract the “best and brightest” students from around the world with a highly competitive scholarship. Through a comprehensive three-phase, sequential mixed-methods study using surveys and interviews, Dr Wright and his team uncovered vital insights into the motivations, experiences, and career trajectories of HKPFS scholars pursuing a PhD in Hong Kong. The research team also conducted an international comparative study of PhD students at a leading university in the United Kingdom.

A Truly Global Cohort

The HKPFS successfully attracts a diverse and talented student body, with survey respondents representing 43 nationalities, including over half (52.2%) from outside the Chinese Mainland. They also had strong academic backgrounds: 47.8% held master’s degrees from top-100-ranked universities worldwide – a proportion similar to PhD students at the UK-based university in this research (46.7%). For many, the foremost motivator for choosing Hong Kong is the international reputation of host universities and faculty. Chinese Mainland students often prioritise Hong Kong as a first-choice PhD destination due to proximity, safety, and rankings. Conversely, international students more often view Hong Kong as departing from more established pathways to Western universities. However, once aware of opportunities through the HKPFS award, Hong Kong emerged as a highly appealing destination.

High Academic Outputs versus Social Isolation

Academically, the HKPFS scheme is a success. Over 70% of HKPFS students have presented at international conferences, and 44.3% have published in high-impact SSCI/SCI-indexed journals. Interviewees praised the high quality of doctoral training, viewing it as equivalent to leading Western universities.
However, the research identified a critical gap regarding the social experience. Many overseas students reported feeling socially isolated, with limited integration into local university communities and broader society. By contrast, the comparative case in the United Kingdom showed that university- and student-organised events played a crucial role in fostering cross-cultural learning and a sense of belonging.

Career Prospects: A Stepping Stone to Global Academia

While 76.6% of surveyed participants intend to pursue academic careers, retaining this talent locally remains a challenge. Although 68.0% of interviewed graduates secured academia roles worldwide, only 14% were working within Hong Kong universities. Graduates noted that securing local academic positions is highly competitive, often requiring prior degrees from elite universities worldwide, extensive publication portfolios, and ample international experience. Consequently, a Hong Kong PhD frequently serves as a powerful springboard for global academic careers or returning to home countries.

Policy Recommendations for the Future

Dr Wright proposes several key recommendations. First, he suggests establishing “HKPFS Ambassador” roles and enhancing online outreach to raise global awareness of Hong Kong as a PhD destination. Second, formalising an “HKPFS Student Association” would facilitate social networking and cross-cultural exchange among students. Third, supporting career pathways is essential, which can be achieved by providing targeted guidance for local academic careers and creating an “HKPFS Alumni Association” to maintain global connections.

Dr Wright’s study provides a crucial roadmap for policymakers. With EdUHK ranked 7th globally and 2nd in Asia for Education in the latest QS World University Rankings by Subject 2026, the University remains dedicated to ensuring it is a welcoming, highly competitive destination for the next generation of global research leaders

This project, "A Higher Education Hub for Doctoral Education: The Case of the Hong Kong PhD Fellowship Scheme," is funded by the Public Policy Research Funding Scheme of the Government of the Hong Kong Special Administrative Region. The research team includes Principal Investigator Dr Ewan Wright, Co Investigators Dr Artem Zadorozhnyy, Dr Benjamin Mulvey, and Dr Suyan Pan, alongside Research Assistant Dr Isha Verma.

To learn more about the research, please visit https://doi.org/10.6017/895b9e0d.531b7384.

For enquiries about the research, please contact Dr Ewan Wright, the Principal Investigator, by email at etmwright@eduhk.hk.

Dr Ewan Wright

Associate Head (Research and Development),

Department of Education Policy and Leadership, EdUHK

Jan 2026

Joey the AI-Powered Robot:
A Beloved Companion Helping Children Fall in Love with English

In a kindergarten in Hong Kong, a group of wide-eyed children gather around their newest classmate—a friendly, expressive robot named Joey. This heartwarming scene originates from an innovative research project led by Professor Susanna Yeung, Associate Vice President (Quality Assurance) at The Education University of Hong Kong (EdUHK), and from the Department of Psychology of the Faculty of Education and Human Development (FEHD). Her groundbreaking interdisciplinary work combines artificial intelligence (AI), language education, and child psychology to create one of the most charming teaching assistants in local education.

More Than a Machine: A Friend Who Makes Learning Fun

Joey is an AI-powered social robot designed for classroom use among children aged 4 to 9 to support English learning. It represents a breakthrough in early language learning, rooted in a simple yet powerful principle: children learn best when they feel emotionally connected. “Language acquisition isn’t just about memorising words—it’s about forming connections,” explains Professor Yeung. “When children see Joey as a friend rather than just a teacher, their anxiety diminishes, and their enthusiasm for learning English soars.”

The project aims to develop a prototype that fosters English learning through storytelling, interactive dialogue, and emotional exchanges. With Joey’s ability to create natural, joyful interactions, children learn best when they feel safe, engaged, and excited. As such, the team designed Joey to be more than a machine—it's a playful companion that doubles as an effective English tutor.

Joey’s effectiveness lies in its multi-layered approach. Activities like listening to stories, co-telling, and re-telling are carefully crafted to build confidence, improve fluency, and deepen comprehension. Its AI backend generates customised content—stories, illustrations, and questions—allowing teachers to tailor lessons to each child's needs. Furthermore, Joey exhibits facial expressions and gestures, adding an emotional dimension that promotes social skills alongside language development. It creates a judgment-free zone where mistakes are seen as part of the learning adventure—a radical departure from the pressure often felt in traditional classrooms.

Impressive Improvement on English Comprehension Scores

Research underscores Joey’s positive impact. Studies show that children engaging with Joey maintained higher levels of engagement during 20-minute storytelling sessions compared to those using tablets or more mechanical-looking robots. Notably, attention levels increased by 5.43% in the later stages of these sessions—comparable to the engagement seen in human storytelling—and English comprehension scores improved by an impressive 21.2%. Among the 18 participating schools, 83% of teachers reported that Joey effectively boosted students’ interest and motivation in learning English, highlighting its potential to transform language education.

The international education community has recognised Joey’s potential. The project boasts awards including a Gold Medal from the Silicon Valley International Invention Festival and the Jury’s Choice Award at the 2024 International Invention & Innovation Competition in Canada—honors that celebrate both its technological innovation and its educational impact.

The Road Ahead

Looking forward, the team is dedicated to making “AI for all” a reality. Enhancements are underway to better support children with special educational needs (SEN), such as enlarging on-screen text and adjusting speech pacing to accommodate diverse learning styles. Collaborations with kindergartens and primary schools aim to integrate Joey into everyday classroom routines, ensuring that every child—regardless of individual challenges—can benefit from AI-driven language development.

Ultimately, the Joey project offers a compelling glimpse into how AI can revolutionise language education. In an era where technology can sometimes foster isolation, this unassuming robot serves as a heartfelt reminder of what’s possible when innovation is guided by empathy. By creating personalised, interactive, and emotionally engaging learning experiences, AI-powered social robots have the potential to nurture not only language skills but also social and emotional growth. It’s a step toward a future where technological innovation and pedagogical strategies work hand in hand to unlock the full potential of every young learner.

(Read the research article)