The tales of history run deep, and invaluable artifacts often lie thousand miles away. Can students truly rely on textbooks alone to ignite their imagination when it comes to Chinese history? King’s College Old Boys’ Association Primary School No. 2 (KCOBAPS2) has successfully integrated videos, VR, and AR technologies to create an immersive learning environment. By seamlessly blending field trips, cultural insights, and coding skills, studying national history and heritage becomes a vibrant journey which sparks curiosity of students and motivates them to explore and inquire proactively.
Students at this school have participated ‘National Identity Mobile App Design Competition’ organised by EdCity for two consecutive years, clinching the championship title twice. Mr Hsu Man Sing, the STEAM Education Coordinator and Gifted Education Coordinator of the school, shared the holistic benefits of the competition, ‘Integrating national education with STEM empowers students to understand and carry forward Chinese culture through the lens of innovation. The competition offers a platform where students naturally engage with, perceive and inherit the cultural heritage through technological practice. The feedback from professional judges, coupled with the public presentation of their work, significantly boost their confidence and sense of achievement—nurturing future citizens who embody both creativity and national pride.’
The school has won the championship in the primary school category of the ‘National Identity Mobile App Design Competition’ organised by EdCity for two consecutive years.
Flexible Integration of Digital Tools in Teaching
Mr Hsu shared that the school has long been dedicated to integrating innovative technologies with classroom instruction to offer students with a diversified learning experience. Teachers actively adopt digital tools to implement ‘flipped classroom’ strategies, empowering students toward self-directed learning. They also utilise the tools to design multi-tiered learning models.
The school has launched a STEAM video channel featuring content filmed and produced by teachers. Students can conduct scientific investigations at home by following these videos, then return to school to share their findings—embracing a ‘learning by doing’ approach. The school also effectively utilise VR (Virtual Reality) and AR (Augmented Reality) technologies, to create virtual museums for students to explore. Even while staying in Hong Kong, they can appreciate national artifacts as if they were physically present. With AI-guided tours, students gain deeper insights into the historical and cultural significance behind each artifact.
In addition, in project-based learning, students go through the journey of coding, prototype design, testing, and iterative improvement. Beyond mastering digital skills, they also develop teamwork, communication skills, and reflective thinking abilities.
This student-centered teaching model integrates multi-sensory learning experiences, not only igniting learning motivation, but also helping students build confidence through continuous experimentation and refinement, gaining a sense of fulfilment and growth through achievement. Ultimately, they changed their roles from passive recipients of knowledge into active constructors of knowledge.
The supervising teacher shared the journey of guiding students in app development at CTE-STEM 2025 – The 9th International Conference on Computational Thinking and STEM Education.
Interdisciplinary Learning and Practice
Mr Hui further shared an interdisciplinary teaching experience that integrated innovative technology, offering students a holistic learning journey.
He reminisced about the time before students set off for a cross-bounder learning expedition to Xi’an and Beijing, when teachers had already woven merged the teaching materials from Computer Studies and General Studies into a collaborative framework. On one hand, teachers imparted students coding skills to develop their own mobile applications; on the other, they guided them in using ‘mind maps’ to gather and organise information about Chinese history, geography, and culture. During their field visits to historical sites in Xi’an, such as the Terracotta Warriors, students not only delved into the rich tapestry of history firsthand but also utilised their self-developed apps for guided tours, note-taking, and translation. This embodied the principle of ‘from design to application,’ creating a comprehensive learning journey that interconnected digital literacy, hands-on experiential learning, and emotional engagement. The results was a more dynamic and profound learning experience, making the learning process more enriching and impactful.
‘Throughout the journey, I observed that students not only showcased impressive digital learning outcomes but also expressed a deeper understanding and appreciation for Chinese history and culture, demonstrating a stronger sense of national identity.’ Mr Hui remarked.
Students took group photo with their supervising teacher during cross-border learning in Xi'an.
Students tested the AI real-time Q&A feature of the mobile app in front of the Terracotta Warriors.
Students tested the real-time translation feature of the mobile app at the hotel.
Practising through Competition, Enhancing Integrated Literacy
Mr Hui believes that the competition format not only engaged students in learning about Chinese culture, but also allowed them to deeply experience the powerful impact of integrating national education with STEAM education.Throughout the competition, students became more engaged in learning about national affairs, while also strengthening their problem-solving skills, communication abilities, and project management capabilities—ultimately enhancing their overall literacy.
Mr Hui added that throughout the competition journey, students were required to turn their classroom knowledge of national affairs into tangible app designs.
This process shifted their perception of national education from abstract content to a meaningful, tech-driven mission closely connected to everyday life and future relevance.
As they delved deeper into the history and culture of our nation, students gradually developed a sense of mission and belonging—turning knowledge into emotion and action. ‘By publicly showcasing their work and receiving feedback from professional judges, students felt proud of their creations. That sense of achievement further motivated them to actively explore the richness of Chinese culture,’ said Mr Hui.
The two-time winners took group photo with their supervising teacher.
When asked to share his insights on teaching, Mr Hui believes that students’ outstanding performance stems from their keen observation of everyday life, imaginative thinking, and inspiration drawn from diverse learning experiences.
He also attributes this success to the ongoing commitment of the school to promoting STEAM and gifted education, systematically integrating these elements into school-based curriculum development across all subjects. At the end, Mr Hui shared the school will continue to foster an environment that encourages exploration—empowering students to independently combine their knowledge and strengths, and nurturing them into future citizens with both innovative capabilities and a strong sense of national identity.