Profile of Dr ZHANG, Lexuan 張樂瑄 - The Education University of Hong Kong


Research Assistant Professor	Department of Cultural and Creative Arts

Contact

ORCiD

0000-0002-4394-7734

Phone

(852) 2948 7713

zlexuan@eduhk.hk

Address

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

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=234453&name=ZHANG, Lexuan

Scopus ID

57807576000

Research Outputs


Scholarly Books, Monographs and Chapters Zhang, L. X., Yang, Y., & Leung, B. W. (2025). Innovative music classroom teaching in China. In T. Ehmke, & J. C. K. Lee (Eds), Innovative Teaching and Classroom Processes (1-8). Taylor & Francis Group. http://doi.org/10.4324/9781003436065-12 SDGs infomation: 4 - Quality Education Zhang, L. X., & Hebert, D. G. (2023). Beyond Education: A Comparison of Tagore and Hu Shih's Educational Philosophies. In D. G. Hebert (Ed), Comparative and Decolonial Studies in Philosophy of Education (89-106). Norway: Springer. https://doi.org/10.1007/978-981-99-0139-5
Journal Publications 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 Zhang, L. X., Yan, Z., & Wang, X. (2025). Understanding music teachers’ formative assessment intention and implementation: A Chinese Mainland context. International Journal of Music Education, 02557614251315461. Zhang, L. X., & Leung, B. W. (2024). Defining music demonstration lessons: A unique performance-based lesson type improving teachers' instructional skills in Chinese mainland education. British Journal of Music Education. https://doi.org/10.1017/S0265051724000214 Zhang, L. X., & Leung, B. W. (2023). Context matters: adaptation of student-centred education in China school music classrooms. Music Education Research, Online publication, 1–17. https://doi.org/10.1080/14613808.2023.2230587 Zhang, Le-Xuan; Leung, Bo-Wah; Yang, Yang (2023). From theory to practice: Student-centered pedagogical implementation in primary music demonstration lessons in Guangdong, China. International Journal of Music Education, 41(2), 271–287 Doi:10.1177/02557614221107170.
Conference Papers Zhang, L. X. (2024, August). A literature review of the implementation ofstudent-centered education in Chinese mainland school music education. Proceedings of the 2024 International Seminar of the ISME Music in Schools and Teacher Education Commission (MISTEC), Estonian, Talli. SDGs infomation: 4 - Quality Education Zhang, L. (2022, August). Chinese Music Teachers’ Perception and Interpretations of Student-Centered Education: A multiple case study. Proceedings of the 2022 International Seminar of the ISME Music in Schools and Teacher Education Commission (MISTEC), Online. https://www.isme.org/sites/default/files/documents/proceedings/2022%20MISTEC%20Proceedings%20%281%29.pdf

Projects


How Is Transdisciplinary STEAM Teaching Implemented in Hong Kong? A Multiple Case Study Teaching students to solve real-world problems is crucial for their future, as it fosters transdisciplinary thinking and supports ecosystem sustainability. A transdisciplinary STEAM teaching (T-STEAM-T) approach, an extension of STEM, provides an educational model that connects students' learning to real-world challenges through integrated disciplinary knowledge. Although "transdisciplinary" is not explicitly mentioned in Hong Kong's K-12 policy documents, the government promotes STEAM education through problem-based learning. However, despite two years of promotion, little research has explored how schools have responded to STEAM policies or the promotion, implementation, and challenges of transdisciplinary STEAM education in schools, hindering teaching effectiveness and future improvements. This study adopts a multiple-case study approach with a qualitative research design. Four Hong Kong schools (two primary and two secondary) will be the cases. Each case will consist of semi-structured interview data from school stakeholders (principals, panel members, teachers, students) and related STEAM documents. The interviews will be thematically analyzed to understand perceptions of the function, feasibility, and challenges of T-STEAM-T. The documents will undergo content analysis to triangulate the interview data and provide additional insights into STEAM promotion and implementation. The findings will offer recommendations for refining STEAM policies, improving teacher training, enhancing resource allocation, laying the groundwork for future research on STEAM-related scale development (e.g., ECS/GRF grant seeking), and designing teaching materials. Project Start Year: 2024, Principal Investigator(s): ZHANG, Lexuan SDGs Information: 4 - Quality Education, 11 - Sustainable Cities and Communities
A Investigation of Music Teachers' Intention and Implementation of Formative Assessment in Mainland China Assessment reform in education has been promoted for decades in a student-centered learning era. With the switching emphasis from teaching to learning, understanding learning progressions became a worldwide task for tracking students’ learning process and further designing effective education for their whole-person development. In response to that, formative assessment, a type of evaluation different from emphasizing the examination of students’ learning outcomes but understanding and monitoring students’ learning progressions, provides significant support to the field. This research project follows an explanatory mixed-method approach, including two independent but consecutive phases. Phase 1 is a quantitative design. An online questionnaire survey based on Yan et al. (2022)’s intention and implementation of the formative assessment scale will be conducted in the entire Mainland China area by collecting data from music teachers. Phase 2 is based on a qualitative design, using an Interpretive Phenomenological Approach to interview a group of music teachers who participated in the survey to explore their in-depth intention and implementation of using formative assessment in school music teaching. The project being proposed has the capacity to enhance theory development, advance teaching practices, and offer valuable guidance to teaching training programs and policymakers regarding the implementation of formative assessment (FA). Project Start Year: 2024, Principal Investigator(s): ZHANG, Lexuan

How Is Transdisciplinary STEAM Teaching Implemented in Hong Kong? A Multiple Case Study
Teaching students to solve real-world problems is crucial for their future, as it fosters transdisciplinary thinking and supports ecosystem sustainability. A transdisciplinary STEAM teaching (T-STEAM-T) approach, an extension of STEM, provides an educational model that connects students' learning to real-world challenges through integrated disciplinary knowledge. Although "transdisciplinary" is not explicitly mentioned in Hong Kong's K-12 policy documents, the government promotes STEAM education through problem-based learning. However, despite two years of promotion, little research has explored how schools have responded to STEAM policies or the promotion, implementation, and challenges of transdisciplinary STEAM education in schools, hindering teaching effectiveness and future improvements.
This study adopts a multiple-case study approach with a qualitative research design. Four Hong Kong schools (two primary and two secondary) will be the cases. Each case will consist of semi-structured interview data from school stakeholders (principals, panel members, teachers, students) and related STEAM documents. The interviews will be thematically analyzed to understand perceptions of the function, feasibility, and challenges of T-STEAM-T. The documents will undergo content analysis to triangulate the interview data and provide additional insights into STEAM promotion and implementation.
The findings will offer recommendations for refining STEAM policies, improving teacher training, enhancing resource allocation, laying the groundwork for future research on STEAM-related scale development (e.g., ECS/GRF grant seeking), and designing teaching materials.
Project Start Year: 2024, Principal Investigator(s): ZHANG, Lexuan
SDGs Information: 4 - Quality Education, 11 - Sustainable Cities and Communities

A Investigation of Music Teachers' Intention and Implementation of Formative Assessment in Mainland China
Assessment reform in education has been promoted for decades in a student-centered learning era. With the switching emphasis from teaching to learning, understanding learning progressions became a worldwide task for tracking students’ learning process and further designing effective education for their whole-person development. In response to that, formative assessment, a type of evaluation different from emphasizing the examination of students’ learning outcomes but understanding and monitoring students’ learning progressions, provides significant support to the field.

This research project follows an explanatory mixed-method approach, including two independent but consecutive phases. Phase 1 is a quantitative design. An online questionnaire survey based on Yan et al. (2022)’s intention and implementation of the formative assessment scale will be conducted in the entire Mainland China area by collecting data from music teachers. Phase 2 is based on a qualitative design, using an Interpretive Phenomenological Approach to interview a group of music teachers who participated in the survey to explore their in-depth intention and implementation of using formative assessment in school music teaching. The project being proposed has the capacity to enhance theory development, advance teaching practices, and offer valuable guidance to teaching training programs and policymakers regarding the implementation of formative assessment (FA).
Project Start Year: 2024, Principal Investigator(s): ZHANG, Lexuan