Abstract:

Universities in Hong Kong host two markedly different student groups—local Hong Kong students and a rapidly growing population of Mainland Chinese undergraduates, who constitute the vast majority of non local enrolment. Prior studies consistently show meaningful differences between the two groups’ understandings of national identity and civic obligations. Mainland students tend to express strong identification with national development, whereas many Hong Kong students view national belonging more skeptically, shaped by localism and individualist orientations. These contrasting perspectives create tension for the implementation of national or patriotic education in universities. In addition, university students may hold established political views and resist instructional approaches perceived as ideological imposition. This makes higher education one of the most challenging contexts in which to deliver national or patriotic education. Despite strong policy emphasis on national education after 2019/20, limited research explains how such learning should be designed at the university level. This gap is especially evident in diverse classrooms where ideological divides are salient. Existing studies that report successful outcomes rarely explicate the pedagogical mechanisms behind these results.

To address this gap, this study explores the use of flipped learning and active learning as a framework for delivering lecture on law abiding leadership and the National Security Law in a large undergraduate leadership course. Flipped learning offers a flexible, learner centred structure that accommodates the distinct needs and sensitivities of both Hong Kong and Mainland students. Complementing this, active learning strategies—such as peer interaction, structured reflection, and discussion of contentious issues—help empower students, reduce defensiveness, and support higher order thinking. These features align with prior work showing that national education benefits from dialogic engagement and reflective processing rather than one way transmission.

Analysis of three semesters of post lecture survey data (N > 900) shows consistently positive results across all categories. More than 93% of students agreed with statements related to lecture design, interaction, opportunities for reflection, and perceived learning outcomes. Students reported improved understanding of law abidance, national security concepts, and the rationale underlying relevant legislation. Their willingness to act as law abiding citizens and socially responsible leaders received some of the highest ratings. Regression analyses further indicate that key active learning components—clarity of lecture design, participation, reflection opportunities, and an atmosphere of mutual respect—significantly predict overall evaluation of both the lecture and the instructor.

This study demonstrates a concrete and replicable approach for navigating sensitive national education content in Hong Kong’s higher education context. By leveraging flipped and active learning, teachers can create a respectful, student centred environment that supports critical thinking and reduces polarisation. This offers a viable model for future implementation in similarly complex educational settings.

Keywords:

National education, Hong Kong higher education, flipped learning, active learning, National Security Law, law‑abiding leadership, student engagement.