Abstract:

This study examines Hong Kong graduates’ self-perceived readiness for university, comparing two major pre-university pathways: the International Baccalaureate Diploma Programme (IBDP) and the Hong Kong Diploma of Secondary Education (HKDSE). Existing literature suggests that the IBDP cultivates key “habits of mind,” such as openness, metacognition, flexibility, curiosity, and engagement. These capacities are developed through components including the Theory of Knowledge, exposure to diverse perspectives, time management expectations, and an emphasis on critical questioning. Comparative studies similarly indicate that the IBDP prepares students more holistically than other curricula, including Advanced Placement and mainstream United States programmes. In contrast, little research examines whether the HKDSE fosters similar readiness. This is partly because the curriculum is relatively new and strongly exam-oriented. This gap highlights the need to examine whether HKDSE and IBDP graduates differ in their perceived preparedness. It also raises questions about which readiness dimensions explain these differences.

Using the Readiness and Expectations Questionnaire framework, the study surveyed 408 graduates across six readiness domains: time management, written communication, group work, information processing, Information and Communication Technology (ICT) proficiency, and verbal communication. Independent-samples t-tests revealed significant differences favouring IBDP graduates in written communication, group work, and verbal communication. These strengths are likely linked to the IBDP’s structural emphasis on inquiry-based learning, sustained writing tasks, independent research through the Extended Essay, and frequent collaborative and oral assessments. HKDSE graduates showed weaker readiness in these domains. This may be due to the curriculum’s heavy focus on high-stakes examinations and its uneven implementation of Other Learning Experiences. Both groups demonstrated similar ICT competence and some comparable time management skills. This suggests that these abilities may be influenced more by Hong Kong’s educational culture and digital environment than by curriculum design. Additional analyses found that perceptions of readiness did not vary significantly by years since high school graduation, indicating stable retrospective assessments across cohorts. Overall, the findings highlight meaningful contrasts in how the two curricula prepare students for university-level expectations. The IBDP appears to cultivate competencies aligned with contemporary university expectations, such as critical thinking, collaboration, and self-directed learning. In contrast, the HKDSE may require structural reforms to better support non-examination-based skills. This study contributes new empirical evidence to an understudied area in Hong Kong’s education system. It also offers implications for curriculum enhancement, teacher training, and university support.

Keywords:

University readiness, International Baccalaureate (IBDP), Hong Kong Diploma of Secondary Education (HKDSE), comparative curriculum study, habits of mind, inquiry-based learning, student competencies, higher education transition.