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Abstract
To help students understand the concept of national security and the Hong Kong National Security Law (NSL), we have developed a curriculum based on the framework of law-abiding leadership, with three hours of lecture and seven hours of study. In a previous study based on the evaluation data collected from teachers in Semester 1 of 2021/22 academic year, we found that teachers generally had positive perceptions of the curriculum and the lecture, as well as benefits to students. They also perceived that the teaching helped them in terms of personal as well as professional development. To replicate the findings, we invited the teachers providing NSL education in Semester 2 of 2021/22 academic year to respond to a questionnaire with open-ended questions. Results showed that teachers had positive views of NSL education, including teaching experience, student experience, and benefits to students. The teachers also felt that the teaching promoted their personal as well as professional development. The findings suggest that teachers have positive experiences about NSL education based on law-abiding leadership for university students, although there are some challenges to be resolved.
Keywords: Qualitative study, teacher evaluation, Hong Kong National Security Law, law-abiding leadership, replication
Introduction
With reference to the Hong Kong National Security Law (NSL), universities have the responsibility to conduct NSL education for students. At a public university in Hong Kong, we have developed the NSL education under the framework of law-abiding leadership. The basic reasoning is that to be an effective leader, a person must obey the laws, such as following organizational requirements and regulations. Besides, as a citizen, a leader should also be a lawabiding leader. As the NSL is new to Hong Kong, students may have skepticism and doubts about NSL education. Similarly, asking teachers to teach NSL education is also an anxiety-provoking task for them. Hence, to understand the impact of NSL education on the students, there is a need to understand the feedback of the different stakeholders, including the teachers.
As far as the feedback of the students is concerned, we collected post-lecture evaluation data in Semester 1 of 2021/22 academic year. Findings were generally positive - the lecture content, teaching process, classroom atmosphere, and teachers were perceived positively by students. Students also expressed that they acquired...