SDG 04: Quality Education

In the course “Applied Cantonese II” led by Dr Chan Yuen-sau of the Language Centre, native Mandarin-speaking students from diverse backgrounds were engaged in a dynamic, interactive learning environment, where active learning activities were implemented using task-based methodology. The course fostered intercultural competence and appreciation for cultural diversity among students through educational visits to local markets and community-based activities, including a flag-selling charity event. These authentic experiences enabled students to build connections with the local communities by using Cantonese in interactive learning tasks while developing important skills such as communication, collaboration and critical thinking. 

The Centre for Holistic Teaching and Learning, in partnership with Faculty of Arts and Social Sciences, presented AI Playground, an interactive learning experience within the AI Workshop Series. Supported by multiple e-learning systems, the event attracted more than one hundred student registrations, with participants engaged in hands-on activities using various AI tools and explored the applications of these tools within competency-based education. Participants also discussed challenges such as algorithmic bias, data transparency, and responsible AI use. The workshop created an interactive learning environment that addressed potential educational inequalities, enhanced critical thinking and problem-based learning. This initiative highlighted the University’s commitment to cultivate digital education and lifelong learning.

Launched in 2024, the Intercultural Immersive Exchange Programme empowers students to engage with United Nation’s SDGs by going on summer exchanges supported by the Language Centre. By 2025, over 180 students have travelled to 27 destinations across Europe, the Americas and Southeast Asia. Through these exchanges, students explored how sustainability goals are addressed in different societies, with particular focus on poverty reduction, health promotion, and waste management. Upon return, students created innovative projects such as vlogs and photo stories and took part in reflective seminars to share insights. The Programme provides students with access to inclusive and quality educational opportunities abroad as well as strengthens their intercultural awareness, whole-person development, and understanding of the SDGs.

Academy of Chinese, History, Religion and Philosophy
Author: Andrew T BRENNER

“Personal Ontology” explores fundamental questions about human identity—are we souls, bodies, or something else?—and delves into concepts of the afterlife such as resurrection and mind uploading, while advocating for agnosticism regarding unknowable metaphysical truths. This philosophical inquiry advances SDG 4 by enriching educational frameworks in metaphysics and epistemology, as well as fostering critical thinking and ethical reflection essential for lifelong learning. In a world facing sustainability challenges, such knowledge empowers individuals to question existence, values, and human potential, promoting inclusive education that bridges cultural and intellectual divides. By examining selfhood and uncertainty, the book encourages curricula that develop resilient, thoughtful global citizens, supporting SDG 4’s focus on equitable access to transformative education and contributing to interdisciplinary approaches in personal and societal development.

Academy of Music
Author: Wai Chung HO

This study examines how citizenship education is integrated into the music curriculum in the Chinese Mainland through textbooks published by the People’s Music Publishing House, revealing how songs and illustrations shape students’ identities and civic values across family, school, national, and global contexts. Using inductive analysis of 18 textbooks for Grades 1–9, this study identifies recurring themes of love, harmony, unity, and belonging that foster cultural identity and civic participation. The article suggests that high-quality education should combine cultivation of shared values and pride with open dialogue and critical engagement. This work informs educators and policymakers seeking to align arts education with global citizenship goals under SDG 4.