What a team of Hong Kong students learned at a global forum on future of education
Four teens share insights from meeting other delegates at an OECD forum in Paris, where they discussed how schools can foster well-being.
Yap Hong-bin (from left), Khiatani Damien Vian, Gordon Yu Tsz-hang and King Mo Sen Yik-fan have represented Hong Kong at an OECD forum. Photo: HandoutEvery week, Talking Points gives you a worksheet to practise your reading comprehension with exercises about the story we’ve written.
Four Hong Kong students recently returned from Paris, where they represented their home city at a global forum discussing the future of education.
The team from Salesians of Don Bosco Ng Siu Mui Secondary School introduced their school’s educational philosophy, shared their vision for the future of learning and explored global approaches to student and teacher well-being.
Last November, they were among the 500 attendees – mostly teachers and students – from over 20 countries and regions at the OECD Global Forum on the Future of Education and Skills 2030.
One Hong Kong representative, 15-year-old Yap Hong-bin highlighted how much his team learned while talking to students from around the world.
“I met students from Japan, Ukraine and China, and it was fascinating to see how their schools tackle stress and anxiety,” he said. “The OECD summit showed us how different schools promote well-being, which could inspire new ideas for Hong Kong.”
Lessons from other education systems
Form Five student Khiatani Damien Vian, 16, explained how the team engaged with other delegations.
On the first day, the Hongkongers set up a booth and interviewed students from different schools about their views on well-being. Over the next few days, they joined discussions to explore how different education systems implement mental health programmes.
Form Four student King Mo Sen Yik-fan, 15, highlighted what he learned from other countries’ policies for supporting students.
“Japanese schools foster teacher-student bonding through a concept of togetherness,” he said.
“Shared experiences like field trips and workshops not only broaden students’ horizons but also strengthen relationships with their teachers.”
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What stood out to Form Five pupil Gordon Yu Tsz-hang was the use of traditional crafts to foster well-being.
“Some Japanese schools introduce origami sessions to help students relax,” the 16-year-old said.
“I wonder if Hong Kong schools could introduce similar hands-on activities – not only to help students connect with local culture but also as a way to relieve stress. Creative projects like these might help students manage academic pressure better.”
Gordon added that he relished the chance to share Hong Kong’s unique culture at this global forum.
As part of a cultural exchange, the student designed and gifted dozens of traditional Hong Kong minibus signs – a nostalgic piece of the city’s culture – to representatives from schools around the world.
Beyond the discussions on well-being programmes, King also reflected on how students from different countries had vastly different priorities.
“For Ukrainian students, simply having a stable shelter is their main concern,” he said.
“In Portugal, we met a student whose teachers encouraged them to focus on the present instead of setting overly high expectations for themselves.”
Bringing back what they learned
The delegation also used the forum to reflect on pressing mental health concerns in Hong Kong.
Gordon noted that while the Education Bureau has its “4R” framework – short for rest, relaxation, relationships and resilience – to support student well-being, more needed to be done.
“Given the rising concern over student suicides in Hong Kong, schools must explore more ways to support students’ mental health,” he said, pointing to mindfulness sessions as a promising approach.
He shared how his school promoted well-being with its cat shelter, where students could take care of cats.
“Looking after the cats teaches students responsibility and respect for life,” he said.
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To address career-related stress, King suggested workshops to help students explore potential jobs.
“Many students are expected to pursue traditional career paths like medicine or law, but there are alternatives,” he said.
“Our school partnered with the Institute of Vocational Education (IVE) to offer career planning workshops. This helped students explore fields like hazardous materials management – an uncommon but viable career path.”
While it is important to consider their futures, King added that students could benefit from exploring other interests they enjoy.
“Encouraging students to explore passions beyond academics – like art, sports or creative expression – could enhance their quality of life,” he said.
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