Dr YING, Ji    英吉 博士
Assistant Professor
Department of Education Policy and Leadership
Contact
ORCiD
0000-0003-1682-1826
Phone
(852) 2948 8846
Email
jying@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
59911752300
SDGs
4 - Quality Education
10 - Reduced Inequality
16 - Peace, Justice and Strong Institutions
17 - Partnerships for the Goals
Personal Profile

Ying Ji (Yumjyi) is an Assistant Professor at the Department of Education Policy and Leadership (EPL) at the Education University of Hong Kong. Her disciplinary background is in International and Comparative Education, Sociology of Education, and Educational Policy Studies. She received her MPhil (Distinction) and PhD in Education (Pass without corrections) from the University of Cambridge and BA in English Language and Literature from Central China Normal University. Ying Ji's research interests include cultural studies in education, global studies in education, equity and inclusion, values and ethics, and educational governance in teachers‘ work, teacher education, and higher education.


Research Interests:

Values and ethics

Cultural studies in education   

Global studies in education

Equity and inclusion

Educational governance

Teachers‘ work

Teacher education

Higher education


Other roles:

  • Assistant Editor, Journal of International Students
  • Editorial Board Member, Multicultural Education Review
  • Guest editor, Higher Education Special Issue: Expressions of educational change agents: Student voice influences in higher education. (With Carla Briffett-Aktaş, Assoc. Professor)
  • Programme Leader of the Master of Arts in Leading Innovative Learning Organisations (LILO) programme, EdUHK. 
  • Member of Faculty Research and Higher Degrees Support Committee, FEHD, EdUHK
  • External peer reviewers for journals (e.g., Teaching and Teacher Education, Comparative Education Review, Asia Pacific Education Review, American Behavioral Scientist, etc.)


Projects
Preservice teachers’ readiness to teach culturally and linguistically diverse classrooms in Hong Kong: a mixed-method study’
this project explores preservice teachers’ readiness to teach culturally and linguistically diverse classrooms in Hong Kong through a mixed-method study’
Project Start Year: 2025, Principal Investigator(s): YING, Ji
SDGs Information: 4 - Quality Education, 10 - Reduced Inequality, 17 - Partnerships for the Goals
 
Doctoral Research as Knowledge Production: Chinese International Students’ Navigation of ‘Epistemic Diversity’ in Social Sciences
This project explores Chinese international doctoral students' experiences of navigating epistemic diversity in social science subjects.
Project Start Year: 2024, Principal Investigator(s): YING, Ji
SDGs Information: 4 - Quality Education, 10 - Reduced Inequality, 16 - Peace, Justice and Strong Institutions, 17 - Partnerships for the Goals
 
Widening Access to Cosmopolitan Capital: The Experiences of First-generation University Students in Hong Kong
This project explores first-generation university students' access to cosmopolitan learning in Hong Kong.
Project Start Year: 2024, Principal Investigator(s): WRIGHT, Ewan Thomas Mansell (YING, Ji as Co-Investigator)
SDGs Information: 4 - Quality Education, 10 - Reduced Inequality
 
Preparing ‘globally competent’ teachers in Hong Kong: a mixed-method study
This projects explores conceptualisation of global competence and its development among student teachers in Hong Kong.
Project Start Year: 2023, Principal Investigator(s): YING, Ji

 
Applying Social Justice Principles to the Pedagogical Planning Process in Higher Education (HE)
The Student Voice for Social Justice (SVSJ) pedagogy focuses on creating a socially just experience for students in higher education (HE) programs. The approach builds on the framework created by Nancy Fraser (2007, 2008a, 2008b, 2013), which states that individuals should be offered opportunities to participate in creating socially just environments through (re)distribution, recognition, and representation of their identities throughout their lives. Through the implementation of the SVSJ pedagogy, this project will explore multiple aspects of integration and interaction between teachers and students at the teaching and personal levels to achieve social justice and inclusiveness in education. SVSJ emphasizes improving students' critical thinking and cognitive abilities through independent learning and shared learning, helping to promote knowledge-building between students and teachers. In this project, students will participate in planning, interacting, observing, teaching, sharing, and reflecting on course content based on the SVSJ pedagogy. The project has already been carried out through preliminary research in Hong Kong, China, and has achieved gratifying results. Students participating in these programs (education and philosophy disciplines) found that their critical and expressive skills were significantly enhanced, they developed a sense of ownership over their education and inadvertently acquired soft skills (such as self-study, critical thinking, knowledge generation, and cognitive development). These results have been submitted to and accepted by a high-quality journal (SSCI, Teaching in Higher Education) and will be published. The purpose of this project is to determine the cultural and disciplinary impact of SVSJ pedagogy by comparing regional and national research data from Hong Kong, China (education and educational leadership), mainland China (civic education, English, and general education), and Poland (developmental psychology).
Project Start Year: 2023, Principal Investigator(s): WONG, Koon Lin (YING, Ji as Collaborator)
SDGs Information: 4 - Quality Education, 10 - Reduced Inequality
 
Research Outputs
Journal Publications
Briffett-Aktaş, C., Ying, J. (2025). Expressions of Educational Change Agents: Student Voice Influences in Higher Education. Higher Education, Advance online publication, Article online. https://doi.org/10.1007/s10734-025-01472-6
SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality
Ji Ying, Dala Duo (2025). Conceptions of global competence among local university students in Hong Kong: A prototype study. Asian Journal of Social Psychology, 28(2), Article e70019. https://doi.org/10.1111/ajsp.70019
Ji Ying, Adam Poole (2025). ‘Internationally-facing’ schooling in China: envisioning an integrated curriculum. Globalisation, Societies and Education. https://doi.org/10.1080/14767724.2025.2509291
Briffett-Aktaş, C., Ying, J. (2025). Student silence as voice: A reflection on boundaries and responsibilities of advocating for student participation in HE. Teaching in Higher Education. https://doi.org/10.1080/13562517.2025.2449650
Harrison, M. G., Ying, J.*, Briffett-Aktaş, C., Tsui, G., Cheng, A. S., & Jackson, L. (2025). Expressiveness versus genuineness: Hong Kong teachers’ perceptions of gratitude in local and international schools. Teaching and Teacher Education, 156, Article 104923. https://doi.org/10.1016/j.tate.2024.104923
Ji Ying, Adam Poole, Mónica Lourenço, Davide Parmigiani & Renáta Timková (2025). Teacher education for global competence in the ‘post-global’ era: A cross-European perspective. Compare. https://doi.org/10.1080/03057925.2025.2452483
Ji Ying. Liz Jackson (2025). Beyond dichotomy: Teachers’ moral educational roles in changing China. Journal of Education for Teaching. https://doi.org/10.1080/02607476.2025.2480075
Ying, J., Briffett-Aktaş, C. (2024). Including student voice in Chinese higher education classrooms: Possibilities and challenges of practicing a student-led pedagogical method. Higher Education. https://doi.org/10.1007/s10734-024-01355-2
Poole, A., & Ying Ji (2024). The internationally-facing school: A heuristic for reimagining the international school amidst unsettled globalisations?. Globalisation, Societies and Education. https://doi.org/10.1080/14767724.2024.2384040
Briffett Aktas, C., Ying J., Wong, K. L. (2024). Humility’s role in the student voice for social justice pedagogical method. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2024.2332687
Harrison, M., Briffett-Aktaş, C., Ying, J., Tsui, G., Cheng, A.S., & Jackson, L. (2023). A comparative study of international and local school teachers' perceptions and enactments of humility in Hong Kong. Beijing International Review of Education, 5(3), 217-241. https://doi.org/10.1163/25902539-05030003
Harrison, M., Ying, J., Yan, F., & Jackson, L. (2023). Teachers’ Conceptions of Gratitude and Its Cultivation in Schools in China. Journal of Moral Education, Latest Articles, online. https://doi.org/10.1080/03057240.2023.2258290
Ying, J. (2023). Education for Development: Professional Commitments and Practices among Tibetan Teachers in Northwest China. Educational Review, Latest Articles, online. https://doi.org/10.1080/00131911.2023.2170331
Ying, J., Yan,F. Harrison, M., Jackson, L. (2022). Humility and its cultivation in Chinese schools: An exploratory study into teachers’ perspectives. Asia Pacific Education Review. https://doi.org/10.1007/s12564-022-09800-6
J. Ying, F. Yan, M. Harrison & L. Jackson (2022). Humility and Its Cultivation in Chinese Schools: An Exploratory Study into Teachers’ Perspectives. Asia Pacific Education Review, N/A, N/A.
Yumjyi Ji Ying (2022). Governing the Family through Parental Responsibilisation and Professionalisation: An Analysis of the State ‘Family Education’ Discourses in Contemporary China. Social Policy and Society, 0（0）, 1-14. https://doi.org/10.1017/S1474746422000148
Yumjyi Ji Ying (2021). ‘To be included among people’: families’ perceptions of schooling and contingent negotiations in a rural Tibetan community in China. Compare: A Journal of Comparative and International Education, 0, 1-18. https://doi.org/10.1080/03057925.2021.1976617

Conference Papers
Ying, J., Parmigiani, D., Timkova, R., & Lourenço, M. (2024, June). Preparing Globally Competent Teachers: A Cross-regional Dialogue [Panel Discussion]. Reimagining Teachers and Teacher Education for our Futures, Helsinki, Finland. https://www.helsinki.fi/en/conferences/reimagining-teachers-and-teacher-education-our-futures/programme
Jackson, L., Harrison, M.G., Ying, J., & Yan, F. (2024, April). Confucianism and Teachers’ Conceptions of Gratitude in China [Paper presentation]. 2024 American Educational Research Association Annual Meeting - Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action, Philadelphia, USA. https://www.aera.net/AERA24
Briffett-Aktaş, C., Ying, J., & Wong, K.L. (2023, July). The Role of Humility in the Implementation of the Student Voice for Social Justice Pedagogical Method [Paper presentation]. The 11th European Conference on Language Learning, UK. https://ecll.iafor.org/ecll2023/
L. Jackson, J. Ying, C. Briffett Atkas & M. Harrison (2022, April). A Comparative Analysis of Western and Chinese Notions of Humility. American Educational Research Association, Online.
L. Jackson, J. Ying, C. Briffett Atkas & M. Harrison (2022, April). Humility in Chinese Contexts: Implications for Education. American Educational Research Association, Online.
Y. Fei, L. Jackson & J. Ying (2022, April). Representation of Ethnic Minorities in Textbooks: ‘Multicultural Education’ in China. Comparative and International Education Society, Online.
J. Ying, M. Harrison, C. Briffett Atkas & L. Jackson (2021, December). Teachers’ Conceptions of Humility in Hong Kong: Implications for Teaching and Learning. International Conference on Learning and Teaching, Hong Kong.