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 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 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 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


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 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. 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