Profile of Prof LI, Hui 李輝 - The Education University of Hong Kong


Chair Professor	Department of Early Childhood Education

Contact

ORCiD

0000-0001-9355-1116

Phone

(852) 2948 8446

Fax

(852) 2948 7160

huili@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=16984&name=LI, Hui

Scopus ID

35220135900

SDGs

3 - Good Health and Well-Being
4 - Quality Education
9 - Industry, Innovation and Infrastructure
11 - Sustainable Cities and Communities
16 - Peace, Justice and Strong Institutions
17 - Partnerships for the Goals

Research Outputs


Scholarly Books, Monographs and Chapters Hui Li (2026). Neurocognitive Development in Preschoolers. Routledge. Li, P.H., Yeung, S.S. (2026). Neuroplasticity and Second Language Acquisition: Exploring Linguistic Diversity and Cognitive Adaptation in Asia. Li, P.H., Yeung, S.S., Handbook of Asian Educational Innovation towards the Futures of Education (1-18). Springer, Singapore. https://doi.org/10.1007/978-981-96-3901-4_48-1 李輝, 陶沙, 盧春明, & 吳丹丹 (2025). 教育神經科學︰理論與應用. 中華書局（香港）. Yang, W., Bautista, A., Li, H., & Wang, C. (2023). Editorial: Curriculum-based professional learning in early childhood education: Conceptualization, implementation and evaluation. publisher. https://doi.org/10.3389/fpsyg.2023.1252236
Journal Publications Hui Li (2026)。芬蘭免費幼教政策的全面分析。上海教育，2026(5)，58-61。 https://oversea-cnki-net.ezproxy.eduhk.hk/kcms2/article/abstract?v=W-y7fKBVJCzUE1YFzcri9qHn67B668SBrtZ4WGa_Yg9uRxtxfmoJFf7xK4n49rrTSF7tIDVDGJw5PlW_6AGRxAIc0RK2AfdET8AfrlLudYc_knUuLxRbCplFkWsdNMJbLhTu0qCeTa6mFdnhiT06DFwEs59pAuPIbWpubO7plT_ujEtVZ9jGKA==&uniplatform=OVERSEA&language=CHTpublished version (EdUHK Users only) Jiayi Shi, Ling Li, Hui Li, Dandan Wu (2026). Digital divide begins at home: Socioeconomic disparities in digital parenting practices in rural China. Acta Psychologica, 265, Article 106693. https://doi.org/10.1016/j.actpsy.2026.106693 Keya Ding, Xinyi Dong, Hui Li (2026). Temperament, self-regulation, and problematic media use in Chinese preschoolers: Chain mediation models. Human Behavior and Emerging Technologies, 2026, Article 8146088. https://doi.org/10.1155/hbe2/8146088 Luo, J., Qu, L., Wang, M.J., & Li, H. (2026). Cultivating pre-service teachers’ design thinking and generative artificial intelligence literacy through an LLM-based educational website design task. Interactive Learning Environments, 1–20. https://doi.org/10.1080/10494820.2026.2642871 SDGs infomation: 3 - Good Health and Well-Being, 4 - Quality Education, 8 - Decent Work and Economic Growth Xi Bei Xiong, Simin Cao, Tianhang Gao, Grace Y Xu, Xiya Feng, Hui Li (2026). AI and digital leadership among Chinese kindergarten principals: A case study of Guangxi. Early Childhood Education Journal. https://doi.org/10.1007/s10643-026-02117-8 LI, H., LEE, C. K. J., WU, D., & DING, K. (2026). The neural correlates of pedagogy: An fNIRS hyperscanning study of constructivist and instructivist approaches in teacher-child dyads. NeuroImage, 327, Article 121719. https://doi.org/10.1016/j.neuroimage.2026.121719 Tao, S., Lan, M., Wang, M., & Li, H. (2026). Potential risks of generative artificial intelligence integration into K-12 education: A scoping review. Computers and Education: Artificial Intelligence, 10, Article 100561. https://doi.org/10.1016/j.caeai.2026.100561 SDGs infomation: 4 - Quality Education Tao, S.S., Lan, M., Wang, M.J. & Li, H. (2026). Potential risks of generative artificial intelligence integration into K-12 education: A scoping review. Computers and Education: Artificial Intelligence, 10, Article 100226. https://doi.org/10.1016/j.caeai.2026.100561 SDGs infomation: 3 - Good Health and Well-Being, 4 - Quality Education Hui Li (2026)。瑞典免費幼兒教育政策：普惠理想與現實鴻溝。上海教育，2026(2)，58-61。 https://oversea-cnki-net.ezproxy.eduhk.hk/kcms2/article/abstract?v=OGEEvuKkrhZ3V3B8AOT7JOwDxkfiupfFX5xJ_n_qp9oGn4K6L-HOr4wfMeCEl6Qfx8bK0IwjHmm2vsmAd-nzPTw0jyQ2RUVAt-qEmxgiuSB5_JL9KmHEtQpERYSJdxrv7BxQh8OaEKRtnrtEPiX_JqxLzHAPOC3iFf3iY1H9nBOoMwdRDb6fD46Xsuuhpsjv&uniplatform=OVERSEA&language=CHT&captchaId=23e8eb19-27e0-404b-8c1b-55bde27657ddpublished version (EdUHK Users only) Hui Li, John Chi-Kin Lee (2026). From intersection to synthesis: the 2026 publication agenda for AI, Brain, and child. AI, Brain, and Child, 2, 1-5. https://doi.org/10.1007/s44436-026-00026-6 Hui Li, John Chi-Kin Lee, Dandan Wu, Keya Ding (2026). The neural correlates of pedagogy: An fNIRS hyperscanning study of constructivist and instructivist approaches in teacher-child dyads. NeuroImage, 327, 121719. https://doi.org/10.1016/j.neuroimage.2026.121719 SDGs infomation: 4 - Quality Education Yang, W., Lin, C., Wang, X. C., Bautista, A., Li, H., Datu, J. A. D., & Hu, B. Y. (2026). Beyond coding: Effects of a computing curriculum on preschoolers’ computational thinking, math, language, and social-emotional skills. Journal of Educational Computing Research, 64(1), 126-154. https://doi.org/10.1177/07356331251384546 Yang, W., Li, H., & Lee, J. C. K. (2025). Tailoring AI agents for early learning: The creative project approach. Computers and Education: Artificial Intelligence, 100473. SDGs infomation: 4 - Quality Education Hui Li (2025)。英國免費幼教政策的系統性缺陷與轉型探討。上海教育，2025(35)，52-55。 https://oversea-cnki-net.ezproxy.eduhk.hk/kcms2/article/abstract?v=OGEEvuKkrhZZiTfnN1r9DmWIFOaQ2rtvm7xtRrH_rBfySjoanWZQbnOnrrMKWYFEa6ytJBaLzdZgnZoWz3fhSMWoWFHuDEEPwVXC8mIiTy4i6wQ_UaIMa_mTFxlLCYd4jmu5UlGioBPrO89L47xsSwaG6QafQ3oEd_Eit8KPewJ6CaMaLx2B-BQpymDPXva0&uniplatform=OVERSEA&language=CHT&captchaId=6fcecb66-89ef-4900-8857-04db871181fapublished version (EdUHK Users only) Chen, J. J., & Li, H. (2025). AI and the developing child: ethical and conceptual considerations, and practical frameworks for early childhood education. AI, Brain and Child, 1(1), 1-4. Jiutong Luo, Meng Sun, Jie Cao, Hui Li (2025). What is critically needed for teachers’ digital technology adoption transition? Three-step evidence from the teacher professional development at scale program. Education and Information Technologies, 30, 26661-26685. https://doi.org/10.1007/s10639-025-13780-6 Keya Ding, Yining Shen, Jing Gao, Hui Li (2025). Impact of digital addiction tendency on inhibitory control in preschoolers: An fNIRS study. Brain Research, 1865, Article 149868. https://doi.org/10.1016/j.brainres.2025.149868 SDGs infomation: 3 - Good Health and Well-Being, 4 - Quality Education Wu, D., Ding, K., Shen, Y., Cao, S., Wan, Z., & Li, H. (2025). The impact of parental absence on children’s inhibitory control: An fNIRS investigation of left-behind children in China. Psychology & Neuroscience, 18(4), 349–361. SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality Simin Cao & Hui Li (2025). Digital activities, not screen time, associated with preschoolers’ well-being: Evidence from China. Early Childhood Education Journal, 54, 1997-2011. https://doi.org/10.1007/s10643-025-01992-x SDGs infomation: 3 - Good Health and Well-Being, 4 - Quality Education Xi Bei Xiong, Simin Cao, Tianhang Gao, Wenwei Luo, Huihua He, Hui Li (2025). AI literacy in Chinese preschoolers: Evidence from scale validation study. Early Education and Development. https://doi.org/10.1080/10409289.2025.2562140 Ding, K., Wu, D., Shen, Y., Cao, S., Liu, Q., Wan, Z., & Li, H. (2025). Effect of short-term intensive design-based STEM learning on executive function: an fNIRS study of the left-behind children. Cerebral Cortex, 34(8), Article bhae311. https://doi.org/10.1093/cercor/bhae311 Feng, X., Lee , J.C.-K., Sin, K.-F., Cai, Y., Saha, M., Hu, X., & Li, H. (2025). Mapping the Literature on Student Well-Being: A Comparative Scoping Review of Finland and Hong Kong SAR. ECNU Review of Education, Online First, 1-23. https://doi.org/10.1177/20965311251365258 SDGs infomation: 3 - Good Health and Well-Being, 4 - Quality Education, 8 - Decent Work and Economic Growth Xi Bei Xiong, Simin Cao, Tianhang Gao, Xiya Feng, Hui Li (2025). From hesitant beginners to confident experts: Profiles and predictors of AI literacy among preschool teachers in Guangxi, China. IEEE Transactions on Learning Technologies, 18, 812-821. https://doi.org/10.1109/TLT.2025.3596125 SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality Ding, K., Dong, X., Xue, Y., & Li, H. (2025). Gender moderates the neural impact of problematic media use on working memory in preschoolers: An fNIRS study. Brain Sciences, 15(8), Article 818. https://doi.org/10.3390/brainsci15080818 Yang, J., Wu, D., Ding, K., Dong, X., Li, J., & Li, H. (2025). Distinct and overlapping neural correlates of English L2 and coding learning in Chinese preschoolers: An fNIRS study. Brain and Language, 269, 105611. SDGs infomation: 4 - Quality Education Yu, S., Hou, Y., & Li, H. (2025). Suitability of Chinese GenAI platforms for early childhood education: A multifaceted evaluation. AI, Brain and Child, 1(1), 7. SDGs infomation: 4 - Quality Education Wu, J., Zhang, L. X., & Li, H. (2025). “From Dance to Science”: A Feasibility Study of Transdisciplinary, Dance-Based STEAM Education in a Shanghai Kindergarten. Early Education and Development, 0, 1-26. https://doi.org/10.1080/10409289.2025.2509331 SDGs infomation: 4 - Quality Education Wu, D., Cai, L., Chen, J. J., & Li, H. (2025). Questioning to Elicit Inferential Responses: A Study of Teacher-Child Linguistic Interactions During Block Play Activities in Chinese Kindergartens. Early Education and Development, 36(3), 603-624. https://doi.org/10.1080/10409289.2024.2423274 Wu, D., Li, H., & Degotardi, S. (2025). Spatial language production in Chinese preschoolers: Developmental patterns and associated predictors. Lingua, 317, 103899. https://doi.org/10.1016/j.lingua.2025.103899 Xunyun Hu, Hui Li, Mingwei Gao (2025). Integrating coding education into early STEM programme: The changing roles of children and integrative learning context. Early Child Development and Care. https://doi.org/10.1080/03004430.2025.2479600 Xu, Y., & Li, H. (2025). Cybersecurity Matters for Primary School Students: A Scoping Review of the Trends, Challenges, and Opportunities. IEEE Transactions on Learning Technologies. Wu, J., Zhang, Y., & Li, H. (2025). Early creative dance education: a bibliometric review with knowledge mapping analysis/Educación temprana en danza creativa: una revisión bibliométrica con análisis de mapas de conocimiento. Journal for the Study of Education and Development, 02103702251325504. Wu, D., Yang, J., Wan, Z. H., Shen, Y., Liu, Q., Zhang, J., Cao, S., & Li, H. (2025). A Behavioral and fNIRS Comparative Study of Gender and Task Differences in Mental Rotation Among Primary Students. Brain and behavior, 15(3), e70358. https://doi.org/10.1002/brb3.70358 Wang, Y., Chen, T., Chen, Z., & Li, H. (2025). Development and validation of the Motivation of Sharenting Evaluation Scale (MSES) among Chinese parents. Computers in Human Behavior Reports, 18, 100625. Hui Li, Huihua He, Wenwei Luo & Hui Li (2024). Early childhood digital pedagogy: A scoping review of its practices, profiles, and predictors. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01804-8 Weipeng Yang, Jiahong Su, Hui Li (2024). Empowering young minds: The future of computational thinking and AI education in early childhood. Future in Educational Research, 2(4), 312-317. https://doi.org/10.1002/fer3.69 Xie, S., Su, B., Yang, S., Li, J., & Li, H. (2024). A network analysis of emotional intelligence in Chinese preschool teachers. Behavioral Sciences, 14(12), 1132. Simin Cao, Chuanmei Dong, Hui Li (2024). Investigating early digital literacy in China: A grounded theory study. Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2024.2422537 Yang, W., Wu, D., Liao, T., Wu, R., & Li, H. (2024). Ready for a technology future? Chinese preservice preschool teachers’technological pedagogical content knowledge and its predicting factors. Journal of Research on Technology in Education, 56(6), 665-673. https://doi.org/10.1080/15391523.2023.2196458 Haixue Zhu, Ling Li & Hui Li (2024). Impact of school leadership on reading literacy in rural China: The differentiated models of principals’ self-report and teachers’ report. Asia Pacific Education Review. https://doi.org/10.1007/s12564-024-10006-1 Wu, D., Degotardi, S., Li, H., & Tong, N. Y. (2024). A Corpus-Based Study of Spatial Frames of References in Early Child Mandarin Chinese. Languages (Basel), 9(10), 317. https://doi.org/10.3390/languages9100318 Wu, D., Dong, X., Liu, D., & Li, H. (2024). How Early Digital Experience Shapes Young Brains During 0-12 Years: A Scoping Review.. Early Education and Development, 35(7), 1395-1431. https://doi.org/10.1080/10409289.2023.2278117 Liang, L., Wu, D., & Li, H. (2024). Family language policy and bilingual parenting in multilingual Singapore: latent profiles and its predictors. Journal of Multilingual and Multicultural Development, 45(7), 2557-2574. https://doi.org/10.1080/01434632.2022.2056190 Wenwei Luo, Huihua He, Minqi Gao, Hui Li* (2024). Safety, identity, attitude, cognition, and capability: The ‘SIACC’ framework of early childhood AI literacy. Education Sciences, 14(8), Article 871. https://doi.org/10.3390/educsci14080871 李晔，周娜，李辉 (2024)。由科層封閉到開源開放：數智時代大學治理選擇。清華大學教育研究，45(4)，37-45。 https://tra-oversea-cnki-net.ezproxy.eduhk.hk/KCMS/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLAST2024&filename=QHDJ202404004&uniplatform=OVERSEA&v=ZC-zcAPycLm23tWg4VC1eVTpSgTdIsK7O6ZU1XAiHAt2-g747rlI3ynhV8BTlk45published version (EdUHK Users only) Keya Ding, Jingwen Li, Xuemei Li, and Hui Li (2024). Understanding the effect of listening to music, playing music, and singing on brain function: A scoping review of fNIRS studies. Brain Sciences, 14(8), Article 751. https://doi.org/10.3390/brainsci14080751 Linda Joan Harrison, Antonia Elisabeth Enikoe Baumeister, and Hui Li (2024). Editorial: Stakeholders' perspectives on assessment and improvement of quality in early childhood education and care: A world-wide kaleidoscope. Frontiers in Psychology, 15, Article 1448246. https://doi.org/10.3389/fpsyg.2024.1448246 Su, J., Yang, W., Yim, I. H. Y., Li, H., & Hu, X. (2024). Early artificial intelligence education: Effects of cooperative play and direct instruction on kindergarteners' computational thinking, sequencing, self-regulation and theory of mind skills. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.13040 SDGs infomation: 4 - Quality Education Li Sha, Wei Chen, Jinjin Yang, Yingchao Xi, Yaqin Ren & Hui Li (2024). Preschool teacher demand in China by 2050: A prediction analysis of the impact of negative population growth. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01689-7 Weipeng Yang, Jiahong Su, Hui Li (2024). Demystifying early childhood computational thinking: An umbrella review to upgrade the field. Future in Educational Research, 2(4), 458-477. https://doi.org/10.1002/fer3.38 Youyuan Wang, Jiaxin Shao, Tianjing Chen, and Hui Li (2024). “Sharenting to define mothering”: A grounded theory study of middle-class mothers in urban China. Feminism and Psychology, 34(4), 495-518. https://doi.org/10.1177/09593535241237600 Haoyue Qian, Chenggong Wang & Hui Li (2024). Parental risk factors and moderators of prolonged digital use in preschoolers: A meta-analysis. Education and Information Technologies, 29, 17601-17619. https://doi.org/10.1007/s10639-024-12558-6 Jin Liu, Allen Wood Liu, Xingye Li, Hui Li, Wenwei Luo, and Wei Che (2024). Evaluating the metropolitan public health preparedness for pandemics using entropy-TOPSIS-IF. Frontiers in Public Health, 12, Article 1339611. https://doi.org/10.3389/fpubh.2024.1339611 Cao, S., Zhang, J., Dong, C., & Li, H. (2025). Digital resources and parental mediation parallelly mediate the impact of SES on early digital literacy among Chinese preschoolers. European Early Childhood Education Research Journal, 33(1), 110-124. Luyao Liang, Alice Chik & Hui Li (2024). English as a foreign language education in East-Asian early childhood education settings: A scoping review. Early Childhood Education Journal, 53, 835-850. https://doi.org/10.1007/s10643-024-01646-4 Keya Ding, Yining Shen, Qianming Liu, and Hui Li (2024). The effects of digital addiction on brain function and structure of children and adolescents: A scoping review. Healthcare, 12(1), Article 15. https://doi.org/10.3390/healthcare12010015 Simin Cao, Chuanmei Dong & Hui Li (2024). Parental beliefs and mediation co-mediate the SES effect on chinese preschoolers’ early digital literacy: A chain-mediation model. Education and Information Technologies, 29, 12093-12114. https://doi.org/10.1007/s10639-023-12300-8 Simin Cao, Chuanmei Dong, and Hui Li (2024). Emergent digital literacy in Chinese preschoolers: Developmental patterns and associated predicators. Early Child Development and Care, 194(2), 281-295. https://doi.org/10.1080/03004430.2024.2303480 Susan Lee Irvine, Lennie Barblett, Manjula Waniganayake, Fay Hadley, Rebecca Andrews, Maria Hatzigianni, Hui Li, Leanne Lavina, Linda J. Harrison, and Belinda Davis (2024). The quest for continuous quality improvement in Australian long day care services: Getting the most out of the Assessment and Rating process. Frontiers in Education, 9, Article 1207059. https://doi.org/10.3389/feduc.2024.1207059 Wu, D., Chang, C., Yang, J., Luo, J., Xie, S., & Li, H. (2023). Habit-DisHabit Design with a Quadratic Equation: A Better Model of the Hemodynamic Changes in Preschoolers during the Dimension Change Card Sorting Task. Children (Basel), 10(9), 1574. https://doi.org/10.3390/children10091574 Yang, W., Bautista, A., & Li, H. (2023). Editorial: Curriculum-based professional learning in early childhood education: Conceptualization, implementation and evaluation. Frontiers in Psychology, 14, Article 1252236. https://doi.org/10.3389/fpsyg.2023.1252236 Lin, X., Yang, W., Xie, W., & Li, H. (2023). The integrative role of parenting styles and parental involvement in young children’s science problem-solving skills. Frontiers in Psychology, 14, Article 1096846. https://doi.org/10.3389/fpsyg.2023.1096846 Yang, W., Gao, H., Jiang, Y., & Li, H. (2023). Beyond computing: Computational thinking is associated with sequencing ability and self-regulation among Chinese young children. Early Childhood Research Quarterly, 64, 324-330. https://doi.org/10.1016/j.ecresq.2023.04.006 Li, H., Wu, D., Yang, J., Xie, S., Chang, C., & Luo, J. (2023). Bilinguals have more effective executive function: Evidence from an fNIRS study of the neural correlates of cognitive shifting. International Journal of Bilingualism, 27(1), 22-38.. https://doi.org/10.1177/13670069221076375 Wang, C., Qian, H., Li, H., & Wu, D. (2023). The status quo, contributors, consequences and models of digital overuse/problematic use in preschoolers: A scoping review. Frontiers in Psychology, 14, 1049102., Article 1049102. https://doi.org/ 10.3389/fpsyg.2023.1049102
Conference Papers Ding, K., Shen, Y., Dong, X., Wu, D., & Li, H. (2025, April). The Effect of Left-Behind Experience on Inhibitory Control in Elementary School Children: An fNIRS Comparative Study [Paper presentation]. The 2025 AERA Annual Meeting (AERA 2025), Denver, Colorado, United States. Wu, D., Li, Y., Dong, X., Ding, K., & Li, H. (2025, April). Impact of Parental Absence on Executive Function and Orthographic Processing in Chinese Left-Behind Children: An fNIRS Study [Paper presentation]. The 2025 AERA Annual Meeting (AERA 2025), Denver, Colorado, Un. Wu, D., Cai, L., Chen, J. J., & Li, H. (2024, August). Questioning to Elicit Preschoolers’ Inferential Thinking: A Study of Chinese Teacher Child Linguistic Interactions during Block Play Activities [Paper presentation]. PECERA Annual Conference 2024 (PECERA, 2024), Tokyo, Japan. Wu, D., Dong, X. Y., Liu, D. Q., & Li, H. (2024, April). How Early Digital Experience Shapes Young Brains: A Systematic Review [Paper Presentation]. The 2024 AERA Annual Meeting (AERA 2024), Philadelphia, Pennsylvania, United States. Wu, D., Yang, J., Xie, S., Luo, J., Chang, C., & Li, H. (2021, April). Neural Correlates of Mental Rotation in Preschoolers with Differentiated Working Memory Capacity: An fNIRS Study. 2021 SRCD Biennial Meeting, Virtually. Xie, S., Wu, D., Yang, J., Luo, J., Chang, C., & Li, H. (2021, April). An fNIRS Examination of the Neural Correlates of Cognitive Shifting in DCCS Task. 2021 SRCD Biennial Meeting, Virtually.

Projects


Investigating Biomarkers of Digital Addiction Among Hong Kong Adolescents This project aims to identify objective neurobiological biomarkers of Digital Addiction (DA) among Hong Kong adolescents by integrating standardized behavioral measures with structural and functional magnetic resonance imaging (sMRI/fMRI). This integration will enable the establishment of robust diagnostic criteria and inform targeted early intervention strategies. Project Start Year: 2026, Principal Investigator(s): LI, Hui SDGs Information: 3 - Good Health and Well-Being, 4 - Quality Education
AI, New Media, Social Media and Futures of Education: A Multigenerational and Multistakeholder Exploration This research project, "AI, New Media, Social Media and the Futures of Education: A Multigenerational and Multistakeholder Exploration," led by Professors John Chi-Kin Lee and Philip Hui Li, investigates the evolving role of artificial intelligence and new media in education. The project brings together a diverse team of researchers from the AEDI, including its New Media and Social Media Domain, along with faculty from EdUHK (FEHD/FHM/FLASS) and the proposed New Media and Social Media Research and Development Center under the tentative Global Institute of New Media, Arts and Culture and Education Institute. External scholars and experts may be invited to join this project where and when appropriate. This collaborative effort will examine the impact of these technologies on teachers, students, senior learners, and families, offering a multigenerational and multistakeholder perspectives on futures of learning and communication. This includes exploring the dynamics of parent-child media engagement during the crucial primary school years. Project Start Year: 2025, Principal Investigator(s): LEE, Chi Kin, John (LI, Hui as Co-Principal Investigator) SDGs Information: 4 - Quality Education
Preparing Hong Kong Educators for the Digital Age Preparing Hong Kong Educators for the Digital Age: a 24‑month mixed‑methods pilot to refine a 4D Competences framework (digital literacy, resilience, health, well‑being), validate four psychometric scales (HKEDLS, HKEDRS, HKEDHS, HKEDWS), assess educators’ needs and barriers across K–12, and build/evaluate an AI-assisted proof‑of‑concept platform with three hubs (Digital Literacy, Resilience Building, Health & Well‑being). Outputs include validated instruments, preliminary data, a working demo, and publications to strengthen a TRS resubmission. Project Start Year: 2025, Principal Investigator(s): LI, Hui SDGs Information: 3 - Good Health and Well-Being, 4 - Quality Education, 9 - Industry, Innovation and Infrastructure, 11 - Sustainable Cities and Communities
Bridging the Digital Divide in Early Childhood Education: Advancing Parent-Child Interaction during Shared Digital Reading Project Start Year: 2025, Principal Investigator(s): WU, Dandan (LI, Hui as Co-Investigator)
Integrating Machine Learning, Behavioral Analysis and Multimodal Neuroimaging Techniques to Investigate the Comorbidity of Specific Learning Disabilities in Hong Kong Children with learning disabilities such as developmental dyslexia (DD), dysgraphia, and dyscalculia face significant academic and emotional challenges, often alongside developmental language disorder (DLD). While extensively studied in Western contexts, research in Chinese societies remains limited. This project aims to investigate the comorbidity of DD with DLD, dysgraphia, and dyscalculia among Cantonese-speaking primary school children in Hong Kong by integrating multimodal neuroimaging and cognitive-behavioral data using machine learning. We will recruit up to 1,000 children with DD, 210 typically developing (TD) children, and those with comorbid conditions. Comprehensive behavioral assessments and neuroimaging techniques—including structural MRI (sMRI), Diffusion Tensor Imaging (DTI), and fMRI—will be used to examine brain structure and function. Data analysis will employ a Multi-modal Multi-disorder Graph Deep Learning (MMGDL) framework to classify participants and explore comorbidities. The study aims to develop efficient diagnostic and treatment methods, improve educational outcomes, and provide better support for affected children in Hong Kong and other Chinese-speaking communities. By addressing the neurocognitive distinctions and comorbid patterns unique to the Chinese linguistic context, this project seeks to bridge existing research gaps and transform the understanding and treatment of learning disabilities. Project Start Year: 2025, Principal Investigator(s): SIOK, Wai Ting (LI, Hui as Co-Principal Investigator)
An Integrated Approach to Enhancing Executive Functions and School Readiness in Hong Kong Preschoolers: A Randomized Controlled Trial Study Project Start Year: 2025, Principal Investigator(s): LAU, Yi Hung, Eva (LI, Hui as Co-Investigator) SDGs Information: 4 - Quality Education, 10 - Reduced Inequality
Supporting Parents Through the Transition to Parenthood and Beyond Project Start Year: 2025, Principal Investigator(s): LAU, Yi Hung, Eva (LI, Hui as Team Member) SDGs Information: 4 - Quality Education, 10 - Reduced Inequality
Child Advancement Technologies & Global Pedagogies Team (ChATGPT) This project aims to establish a global network, the Child Advancement Technologies & Global Pedagogies Team (ChATGPT). The objective is to bring scholars together from around the world who share an interest in advancing early child development and education through technology and pedagogy. The plan involves creating an interactive digital platform fostering collaboration, resource sharing, and knowledge exchange. The platform will form the basis for substantial discussions, collaborations, and global participation. It will also host conferences, webinars, newsletters, and forums to discuss and share findings in early childhood digitalization, neuroscience, AI, and pedagogy. Additionally, an awards program will be instituted to acknowledge exceptional research. With an estimated first-year budget of $962,500 for initial operation costs, the proposal aims to influence global policy-making in early childhood education and applied technologies. Project Start Year: 2024, Principal Investigator(s): LI, Hui
Uncovering the "Black Box" of Machine Learning: Promoting Artificial Intelligence Literacy with AlphaAI robots in Senior Primary/Junior Secondary Schools across Hong Kong and France Artificial intelligence (AI) including machine learning is changing the landscape of development of the society globally. The promotion of AI literacy to all young learners in their schooling can empower them to have an identification as part of the future AI society (OECD, 2021). Despite the need for nurturing AI literacy, few studies have explored using robots in AI literacy education to “Unboxing the black box of AI” to engage young students in an interactive way (Kong & Yang, 2023). To address these issues, the project aims to (1) equip senior primary/junior secondary students in Hong Kong and France with AI literacy, using the AlphAI robots; (2) develop and implement a neuroscience-informed pedagogical framework, placing a strong emphasis on upskilling in-service teachers to teach AI literacy course in senior primary/junior secondary schools; (3) develop and validate research instruments for AI literacy in K-12 context; and (4) strengthen collaboration and facilitate knowledge exchange between Hong Kong and France in the field of AI literacy education. The findings of the research will make a substantive contribution to the academic field of AI education in both Asian and European regions, establishing a benchmark for future research endeavors and providing valuable insights for the educational policies. Project Start Year: 2024, Principal Investigator(s): KONG, Siu Cheung, LEE, Chi Kin, John (LI, Hui as Co-Investigator)
Robot Programming Through Play: Effects on Kindergarten Children’s Engagement and Computational Thinking Project Start Year: 2024, Principal Investigator(s): YANG, Weipeng (LI, Hui as Co-Investigator)
Exploring The Neural Correlates of Learning Coding and English Languages in Young Children: An fNIRS Study Project Start Year: 2023, Principal Investigator(s): LI, Hui
The Spectrum of Digital Well-being in Hong Kong Preschoolers: A Multiple Case Study 8. A brief description/summary of the project (if any): This study aims to conduct a multiple case study to understand the spectrum of digital well-being in Hong Kong preschoolers. The following questions will guide this research: (1) What are the spectrum of digital well-being of Hong Kong preschoolers? (2) What are Hong Kong parents’ perceived digital well-being of their preschoolers? (3) What are Hong Kong teachers’ perceptions and views on early digital well-being? Project Start Year: 2023, Principal Investigator(s): WU, Dandan (LI, Hui as Co-Investigator)

Prizes and awards


World’s Top 1% Most-cited Scientists Date of receipt: /9/2024, Conferred by: Stanford University

Yang, W., Li, H., & Lee, J. C. K. (2025). Tailoring AI agents for early learning: The creative project approach. Computers and Education: Artificial Intelligence, 100473.