Abstract
School business education in Hong Kong originated as vocational and technical education in the 1950s and was redefined as part of technology education in late 1990s within the school curriculum. Given that the global economic environment has become increasingly volatile, coupled with Hong Kong's positioning as an “international financial center” facing challenges from advanced AI-generative technologies that are transforming business practices significantly, as well as the need to foster in-depth collaboration with the Greater Bay Area, it is urgent and essential to provide cutting-edge business education to the new generation based on the solid foundation laid in the past.
This paper reviews the development of school business education in Hong Kong, reflects on valuable lessons learned from the past, and identifies core business competencies required for the future. Through review and reflection, special focus will be placed on how curriculum, pedagogy, and teacher education can respond to Hong Kong's socioeconomic needs. It is expected that this paper will enable readers to better understand the past and future of school business education in Hong Kong, rooted in its unique “East meets West” culture, and demonstrate how school-level business education can align with socioeconomic changes by taking Hong Kong as an example.
Keywords
Introduction
Business education is far more than mere career preparation, it serves as a key driver of economic resilience, innovation, and global competitiveness. Moreover, business education promotes sustainable development by alleviating poverty, creating employment, and improving living standards through the provision of up-to-date employability knowledge and skills (Okusanya et al., 2024). Hence, business education not only plays a pivotal role in developing the professional competencies of young generations for the business arena (Lynch, 2000) but also equips individuals with the confidence and capability to engage effectively in authentic daily business practices (Bratianu et al., 2020). Nevertheless, a critical question remains: can business education adapt to socioeconomic changes to sustain its educational value?
Against this background, globalization and technological innovation necessitate that business education integrates an international perspective and incorporate cutting-edge technologies, thereby equipping students with contemporary professional competencies (Rattanachotithavorn & Jeerapattanatorn, 2025). Faced with a volatile global economy, challenges posed by generative AI (Artifical Intelligence) to Hong Kong's status as an international financial center, and rising demand for closer collaboration within the Greater Bay Area (GBA) (Lu, 2024), it has become increasingly urgent to upgrade business education to enable the younger generation to adapt to these transformations.
Hong Kong has long depended on a well-educated and skilled workforce to sustain its economic dynamism (Yang & Zhang, 2025). Strengthening business education is therefore not only important but essential for Hong Kong's long term economic vitality. By continuously updating business education to meet economic needs, Hong Kong can strengthen its global competitiveness, promote inclusive growth, and secure long term prosperity.
This paper traces the development of Hong Kong's school business education, draws lessons from its history, and identifies key future business competencies with a focus on how curriculum, pedagogy, and teacher education can respond to socioeconomic needs. The study aims to enhance understanding of the past and future of business education within Hong Kong's East-meets-West context and to show how school business education can better align with wider societal and economic changes.
The Key Milestones of School Business Education in Hong Kong
Early Inception (1950s–1960s): Meeting Basic Economic Needs
The origins of school business education in Hong Kong can be traced to the establishment of Ho Tung Technical Schools for Girls (HTTS) in 1953 (now Hotung Secondary School), a period when Hong Kong experienced rapid industrialization. Initially, school business education offered vocational-focused electives, and the curriculum was simple and examination-oriented with little emphasis on theoretical knowledge but practical skills. A prominent example is equipping junior secondary girls (Secondary 1–3) with practical competencies in typing and bookkeeping, preparing them to be copy-typists, cashiers and shop clerks to earn their living or to become better housewives, or both (Crawford, 1995; Kirby, 1953). Prevocational schools offered business stream (e.g., retail merchandise, office practice) in 1969, that designed to qualify Secondary 1–3 students for entry-level commercial positions in the trade, manufacturing, and retail sectors (Crawford, 1995, p. 111; Education Department, 1997).
In late 1960s, rising demand among S3 graduates for advanced academic pathways prompted technical and prevocational schools to expand their offerings to a five-year curriculum, additional business subjects (e.g., Principles of Accounts, Commerce, Business Studies), and matriculation classes that enabled high-achieving business students to pursue higher education or transition into white-collar roles in Hong Kong (Crawford, 1995). To obtain internationally recognized qualifications, business students also sat for external examinations, such as those administered by the London Chamber of Commerce and Pitman (Kirby, 1953). These developments collectively fostered greater institutional and societal recognition of secondary business education in the region.
Development and Re-Shaping (1970s–1990s): Developing and Shifting of Manufacturing Industries in Hong Kong
From the early 1970s onward, an increasing number of grammar schools in Hong Kong introduced one to two business subjects, aligning with curriculum reforms that prioritized the balanced development of general and technical education to sustain the society's manufacturing sector. Concurrently, the number of candidates sitting for public examinations in business subjects rose steadily.
However, starting in the 1980s, Hong Kong's economic structure shifted from manufacturing to high-value-added services driven by Chinese mainland's “open-door” policy (Zhu, 2024). As many factories relocated from Hong Kong to the Pearl River Delta from the late 1970s, the school business curriculum became ill-suited to meeting the society's evolving workforce needs. Additionally, the overemphasis on vocational and technical training exerted a detrimental impact on business education (Cheung & Lewis, 1998) since blue- and white-collar workers are not considered as a good career path compared to academia in Chinese tradition (Crawford, 1995).
In response, following its first comprehensive review of vocational and technical education in 1997, the Education Department (now the Education Bureau (EDB)) proposed four key recommendations: (1) removing prevocational/technical references from school names to mitigate labeling effects; (2) replacing purely vocational business subjects with Business Fundamentals (BF) (junior secondary) and Word Processing and Business Communication (WPBC) (senior secondary); (3) establishing an Information Technology Learning Center (ITLC) to strengthen IT applications in business teaching; and (4) expanding the pool of qualified business teachers and fostering closer teacher-industry linkages (Education Department, 1997).
The BF and WPBC curricula were introduced with an emphasis on linguistic, business and technological subject elements that meet the generic, fundamental and transferable competency requirements (Education Department, 1997). The BF comprises ten business modules, including the business environment, accounting, consumer behavior, business communication, business ethics, computer information systems, finance, management, marketing and statistics, from which teachers could select flexibly to facilitate integrative learning. The WPBC is designed to equip students with lifelong learning skills and the capacity to adapt to technological changes, by integrating typing, English and information technology within a business communication context.
Integration and Innovation (2000s): Moving to Meet the Service-Oriented Economy and the Expansion of Financial Sector
The 2000s marked a turning point for Hong Kong's secondary business education, driven by the society's shift to a service-oriented economy and the expansion of its financial sector. The Education Department implemented curriculum reforms to introduce (1) a new academic structure—all students will receive 6 years of secondary education (3 years junior secondary and 3 years senior secondary), and (b) a new senior curriculum guide—to provide multiple pathways for students with different needs, interests and abilities, with the change of Certificate of Education Examination (HKCEE) and later the Hong Kong Diploma of Secondary Education (HKDSE) (Education Commission, 2000).
In business education, a flagship reform was the introduction of Business, Accounting and Financial Studies (BAFS) in 2009, which replaced all senior secondary standalone business subjects with an integrated framework encompassing three strands: Business, Accounting and Financial Studies. An integrated understanding of these three strands from the perspectives of consumers, employes, entrepreneurs and investors is emphasized. The BAFS curriculum consists of both compulsory and elective components. The compulsory component delivers broad-based business concepts and knowledge, covering four key areas: the business environment, an introduction to accounting, an introduction to management, and the basics of personal financial management. The elective component offers in-depth study in either the accounting or business management field. This reform aimed to foster students’ holistic understanding of business operations while developing their generic skills, and practical business acumen for daily life, advanced learning, and future employment (Curriculum Development Council & Hong Kong Examinations and Assessment Authority (CDC & HKEAA], 2007).
Notably, business education was reclassified from the “vocational and technical” stream to the “technology” learning area in secondary education, representing a paradigmatic shift from narrowly focused vocational training to a balanced integration of theory and practice. The revised curriculum emphasized core business concepts, market mechanisms, and ethical business practices, preparing students for further studies in business administration, finance, and related disciplines.
Modernization and Diversification (2010s-Present): Embracing Innovation and Globalization
Over the past two decades, Hong Kong's senior secondary business education has expanded to include cutting-edge career-oriented courses, such as Accounting Practice, Enterprise Start-up, Data Application for Business, Innovation and Entrepreneurship, Introduction to Fintech, and Modern Logistics Studies, delivered through the Applied Learning (ApL) strand, which offers students diverse experiential learning opportunities (Education and Manpower Bureau, 2006; EDB, 2025). Complementing this, work-related business learning (e.g., entrepreneurship projects, industry visits) has been integrated into the Other Learning Experience domain, facilitated by extracurricular initiatives and partnerships with industry stakeholders (EDB, 2018). In 2024, a Financial Education optional module was introduced to the junior secondary subject, Citizenship, Economics and Society, responding to the growing emphasis on financial literacy in the digital age (EDB, 2023). Also, schools were encouraged to strengthen financial education and entrepreneurial spirit through various funding programes in the latest policy address (Hong Kong Special Administrative Region Government (HKSARG), 2025).
Additionally, modern business education has incorporated elements of digital literacy, financial literacy, entrepreneurship, and sustainable development, reflecting the growing importance of innovation and corporate social responsibility in the global economy. Most schools have not only actively participated into different business activities/competitions organized by local organizations but also established partnerships with local businesses and universities, offering internships, workshops, and guest lectures to provide students with real-world exposure.
Hong Kong's school business curriculum has thus progressively moved beyond narrow vocational and technical training—a shift driven by Hong Kong's transition from a manufacturing-based to a knowledge-driven economy, which demands a workforce with broad-based business competencies. The reformed curriculum aims to nurture innovative thinking, equip students with an understanding of business fundamentals, and address the evolving needs of the business services sector. These developments reflect Hong Kong's dynamic socioeconomic landscape and its commitment to preparing students with future-ready skills, marking a significant advancement in aligning business education with societal and economic development. Table 1 summarizes the key milestones in Hong Kong's secondary business education from the 1950s to the present.
The Key Milestones of School Business Education in Hong Kong.
*Prevocational schools offered the same business subjects at senior level starting from 1970s.
Critical Review on the School Business Education in Hong Kong
School business education in Hong Kong emerged in the early 1950s, initially offering two foundational commercial and vocational subjects: typewriting and bookkeeping to address the economic settlement and being active in entrepôt trade for China right after the World War II. However, the imposition of an international embargo on China during the Korean War ended the entrepôt trade; as a result, light manufacturing industries such as plastics, textiles and garments, which involved large numbers of low-skilled labor, were developed in the late 1950s. The United States’ protectionist policy on the textile and garment industries led to industrial diversification in the 1960s, and electronic, toy, watch and clock industries requiring semi-skilled labor were established in Hong Kong at that time. Manufacturing output and employment grew rapidly throughout the 1970s, but a shortage of skilled industrial workers existed. Hence, the scope of business education expanded to encompass a series of practical business courses, including Principles of Accounts, Shorthand, Commerce, Retailing Merchandise, and Office Practice from the 1960s onwards to supply skilled business and industrial workers to the economy.
Hong Kong's economy underwent a remarkable transformation in the 1970s-1990s due to economic reforms in the Chinese mainland. According to statistics released by the Census and Statistics Department of Hong Kong, Hong Kong's trade with the mainland expanded by two-fold during the 10-year period from 1989 to 1998 (Census and Statistics Department (CSD), 2017). The contribution to gross domestic product (GDP) of the tertiary services sector rose distinctly from 67% in 1980 to 74% in 1990, and further to 85% in 1998 (HKSARG, 1999). In the manufacturing sector, more than 80% of Hong Kong manufacturers largely extended their outward processing activities by establishing production facilities in the Mainland (HKSARG, 1999). Such structural economic changes led to increased employment in various service industry sectors but decreased employment in manufacturing, as shown in Table 2. Eventually, only 9% of employment was in the manufacturing sector in 2002 (CSD, 2003). The vast proportion of Hong Kong's workforce employed in the services sector, which depended on the quality and competitiveness of its service industries.
Employment in Selected Industry Sectors (CSD, 2003).
Hong Kong as a service economy was having a significant impact on the skills required by the workforce. The government indicated that the most knowledge-intensive and highest value-added activities would be those involved in a service economy (CSD, 2017). The new skills required therefore include, but are not limited to, language and information-related skills. Moreover, as the economy continues to move in the direction of knowledge-oriented jobs, it requires employes who can think, make decisions, conceptualize, analyze and resolve problems, implement new ideas, communicate well and adapt to change with a wide range of higher order skills, such as analytical and planning skills, logical and critical thinking, creativity, team skills, and communication skills (Hadad, 2017).
In response to the economic development from manufacturing to service-oriented and knowledge-driven economy, school business education in Hong Kong has been integrated into two knowledge-focused subjects: BAFS at the senior secondary level and BF at the junior secondary level from the early 2000s to the present. Currently, the school business curriculum has transcended its former narrow, skill-centric, and technical-vocational focus, evolving into a knowledge- and technology-driven framework. Furthermore, the contemporary business curriculum emphasizes integration, fostering students’ holistic and generic understanding, thereby laying a solid foundation for them to make informed decisions about further study and career development in both business and non-business sectors. The evolution of business curricula in Hong Kong's secondary schools provides valuable insights that can inform other education systems in developing dynamic and contextually relevant curricula to prepare students for future challenges.
Curriculum
Firstly, the business curriculum has continuously adapted to reflect Hong Kong's economic transformation from a manufacturing hub to a global financial center. This adaptation underscores the importance of aligning educational content with the current and future needs of the economy. For instance, the integration of technology into the business curriculum over the past two decades has been critical in preparing students for a knowledge-based society, demonstrating the necessity of updating educational content in line with advancements in knowledge and technology. Moreover, curriculum reforms have addressed societal needs such as removing “technical and pre-vocational” from school names to alleviate the labeling effect and eliminating outdated vocational subjects following a comprehensive review in 1997.
Additionally, the curriculum's evolution from basic vocational training to a more holistic educational model integrating academic and practical skills highlights the significance of providing balanced education to equip students for diverse career paths. The shift toward nurturing lifelong learning capabilities, including critical thinking and problem-solving skills, emphasizes the need for education systems to equip students with the ability to engage in continuous learning and adaptation in a rapidly evolving global environment. These substantial changes reflect the core principle that business curriculum development should be aligned with economic and societal transformations.
However, a major challenge facing the business curriculum in Hong Kong's secondary schools is striking an appropriate balance between academic and vocational education. There remains an ongoing debate about whether business education should adopt a more academic orientation or prioritize practical vocational skills (Cheung, 2016). For example, the current curriculum may inadequately address certain essential practical skills required in the business sector, such as interpersonal and communication skills—core competencies for facilitating teamwork in business settings. According to the National Association of Colleges and Employers (2025), nearly two-thirds of employers now prioritize skills-based hiring over academic credentials. The World Economic Forum (2023) identifies analytical thinking, resilience, and technological literacy as the top skills sought by employers, while transferable skills such as teamwork, creativity, and adaptability are increasingly valued. Nevertheless, many graduates lack these competencies, particularly in rapidly evolving sectors such as AI, green technology, and digital services (Crosta & Banda, 2022; Mhaske et al., 2025).
The State of Business Education Report (Association to Advance Collegiate Schools of Business (AACSB), 2025) indicates that workforce readiness is a key priority in business education, and curriculum innovation is driven by evolving learner expectations and technological progress. Although focused on higher education, the report highlights trends in business education that are filtering down to the secondary level, including the need to incorporate digital literacy, data analytics, and AI ethics to prepare students for technology-driven workplaces. One potential solution is the adoption of micro-credentials and digital badges to certify essential skills such as coding, data analysis, or project management.
Hong Kong's economy is continuously evolving, with growth momentum in sectors such as innovation and technology, creative industries, and green jobs. Adequate vocational training provides students with hands-on experience and industry-relevant skills, thereby enhancing their employability. Vocational education also offers alternative pathways that recognize diverse talents and learning styles, ensuring students have meaningful opportunities for success. It is imperative to provide vocational education in secondary schools without compromising core academic learning particularly in the early secondary years and to strengthen links with post-secondary Vocational and Professional Education and Training institutions to facilitate seamless transitions (AACSB, 2025; EDB, 2020). It is recommended to expand the range and accessibility of ApL business career courses—such as multimedia and creative management—under the HKDSE public examination system, and to promote these ApL courses as equally valuable pathways to university education and professional careers. Integrating career exploration and life planning education can also help students recognize diverse pathways beyond traditional academic pursuits.
Furthermore, business education covers a range of business-related disciplines, including accounting, business law, career development, communication, economics and personal finance, entrepreneurship, information technology, international business, management, marketing, and their interrelationships (National Business Education Association, 2025). The existing BF and BAFS subjects cover most of these content areas. However, the breadth of these content areas may pose challenges in definition and elaboration, particularly in a rapidly changing business environment. In response to this dynamic landscape, emphasizing entrepreneurial spirit and thinking—through student participation in startup simulations, pitch competitions, and real-world business projects—is essential (AACSB, 2025).
On the other hand, business education is increasingly interdisciplinary, requiring integration with economics, technology, psychology, and global studies (AACSB, 2025). However, business education in Hong Kong's schools is typically offered as a standalone subject, separate from other closely-related disciplines such as Economics. As a social science, Economics focuses on understanding how societies allocate scarce resources, involving theoretical models, quantitative analysis, and policy evaluation. In contrast, business education is more applied, focusing on operational knowledge and skills for business management. While business and economics are inherently interconnected, their separation enables in-depth exploration of each domain but hinders students’ understanding of how economic theory informs business decisions and vice versa. Incorporating key economic concepts and theories, such as opportunity cost, demand and supply, and monetary policy into business education can foster integrated thinking and help students apply economic reasoning to business problems. Additionally, integrating generic skills such as interdisciplinary thinking, communication, and teamwork into the business curriculum is essential. Ensuring students develop these skills alongside specific business knowledge requires innovative teaching methods and continuous curriculum updates.
Pedagogy
The pedagogy of Hong Kong's school business curriculum has undergone significant transformations over the years, shifting from a teacher-centered to a student-centered learning paradigm (Yu, 2006). The student-centered approach emphasizes active learning, where students engage in activities such as discussions, projects, and problem-solving, rather than passively receiving information. This pedagogical model places strong emphasis on the analysis, evaluation, and synthesis of information throughout these activities, which can foster students’ critical thinking and problem-solving skills. Collaborative learning strategies—such as group work and peer-to-peer learning—are also increasingly adopted, as these methods help students develop teamwork and communication skills essential in the business world. Experiential learning, including simulations, field trips, and internships, is another key component, providing students with hands-on experiences that connect classroom learning to real-world business environments (CDC & HKEAA, 2007).
More importantly, the COVID-19 pandemic exposed the limitations of traditional teaching methods, highlighting the need for more flexible and digitalized learning approaches. Since the pandemic, the application of technology in teaching the business curriculum has increased significantly. Digital tools and online resources are now commonly used to enhance learning in business classes, providing students with access to a broader range of information and interactive learning experiences that align with the demands of a data-centric, technology-driven global marketplace (Christy & Lyau, 2022). The integration of technology and AI tools—such as Google Workspace, Canva, ChatGPT (for brainstorming), and Excel for business simulations—is crucial in modern business education (AACSB, 2025).
Recent global pedagogical strategies advocate for the integration of STEM (Science, Technology, Engineering, and Mathematics) and entrepreneurship education, as these two interdisciplinary approaches are complementary. Applying an entrepreneurial mindset to ideas, products, or designs developed through STEM education can enhance their value creation potential from an entrepreneurial perspective (Deveci & Seikkula-Leino, 2023). Business teachers play a pivotal role in nurturing an entrepreneurial mindset, driving innovation, and encouraging students to identify market opportunities and develop business ideas (Yu, 2014). This can be achieved by organizing business startup workshops, entrepreneurship competitions, and providing students with digital tools and strategies to translate their ideas into practical outcomes.
However, Hong Kong's examination-oriented educational culture may constrain pedagogical innovation (Yu, 2006). Most business teachers focus heavily on achieving favorable public examination results to improve students’ university admission rates. While this focus is understandable, it is also necessary to adopt alternative approaches to meet the diverse needs of students. There has been a shift toward continuous assessment rather than sole reliance on final examinations, with greater emphasis on assessment for learning—an approach that provides ongoing feedback to support students’ improvement throughout their business education. Business teachers are encouraged to address this gap and consider whether business classes should prioritize practical applications or theoretical foundations within the existing cultural and normative context.
Contemporary pedagogy in school business education emphasizes the importance of lifelong learning (AACSB, 2025). Teachers need to encourage students to develop a mindset of continuous improvement and adaptability, which is crucial in the ever-changing business landscape. These changes reflect a broader trend towards more dynamic, interactive, and practical educational approaches, aimed at better preparing students for the complexities of the modern business world. The success of these approaches largely depends on teachers’ professional development and their selection of up-to-date learning resources. Therefore, teachers’ professional development and authentic engagement with the real business world are essential.
Teacher Education
School business teachers are central to the successful implementation of the business curriculum, ensuring it remains dynamic, relevant, and effective in preparing students for future challenges. Ongoing professional development for teachers has been integral to the successful delivery of business education, highlighting the need for continuous support and training to enable teachers to effectively deliver new content.
According to the latest BAFS curriculum guide (CDC & HKEAA, 2020), the responsibilities of business teachers include: (1) contributing to curriculum design and planning to meet students’ needs; (2) delivering the curriculum using diverse instructional strategies to engage students; (3) assessing students’ understanding and learning progress to provide timely feedback; (4) catering to and supporting the diverse needs of students; (5) utilizing digital tools and resources to enhance learning and prepare students for the digital economy; (6) developing a lifelong learning mindset and helping students understand the importance of lifelong learning in the business world; and (7) staying abreast of the latest trends and technologies in business education through ongoing professional development.
Since the 1990s, business teacher education and training programs have evolved from certificate-level to undergraduate and postgraduate levels, offered by 1 to 3 local teacher education universities in both full-time and part-time modes. Currently, the largest provider of business teacher education is the Education University of Hong Kong, which offers a 5-year full-time double degree program: Bachelor of Arts in Personal Finance & Bachelor of Education in Business, Accounting and Financial Studies. This program trains pre-service business teachers for fulfiling the above-mentioned responsibilities (1)–(7) in schools of Hong Kong, integrating strong disciplinary knowledge in finance, accounting, and business with the pedagogical skills and professional ethics required for teaching. It also provides pathways to financial advisory roles, offering dual qualifications for careers in both teaching and finance. This double degree program equips prospective teachers with personal finance disciplinary knowledge, enhancing their competence in delivering business and financial education in schools. In turn, this contributes to the manpower supply for Hong Kong's international financial center through comprehensive business teacher education and training.
For in-service business teachers, ongoing professional development training and seminars are primarily provided by the EDB, supplemented by teachers’ self-directed learning. Furthermore, in-service teachers have very limited exposure to the real business world, and their conceptions of student competence range from narrow to broad and traditional to holistic perspectives that influence their teaching approaches (Yu & Boulton-Lewis, 2008). For example, some teachers are aware of their responsibility to develop student competence but fail to align their chosen teaching approaches with their own conceptions of competent outcomes, leading to varied educational results.
Moreover, classroom discourse is heavily influenced by school culture and leadership styles. Business teacher teams are typically small (consisting of 1 to 2 teachers) because business education is not a core subject in schools. Most business teachers report a lack of adequate support within their schools and limited influence in school decision-making processes. The Hong Kong Business Education Association is nearly the sole professional organization for in-service business teachers, providing certain professional services such as HKDSE BAFS mock examination training. Enhancing professional support for business teachers through the EDB, professional bodies, and the business sector can significantly strengthen the relevance and timeliness of in-service teachers’ professional development. Without authentic business exposure and sustained professional development, it is challenging for business teachers to act as agents of change for students.
East Meets West
Hong Kong developed very close economic links with the Chinese mainland since the open door policy in 1978 and Chinese mainland's ongoing economic reforms as being a member of World Trade Organization in 2001. Hong Kong's offshore trade grew significantly owing to the economic growth in the Yangtze River Delta (Ha et al., 2003). Hong Kong benefits from offshore trade through the expansion of high value activities, such as modern logistics industry, trade finance insurance and arbitration, that remain firmly rooted in Hong Kong (CSD, 2017). The growth in offshore trade showed the widening and deepening of Hong Kong's co-ordinating and servicing role.
In manufacturing, Hong Kong was facing increasing competition from Chinese mainland, particularly in labor-intensive manufacturing, although there are substantial opportunities created by China's liberalization (Zhu, 2024). Many Hong Kong-based manufacturing firms are expanding their business by extending their sourcing base and acquiring sufficient knowledge of production technology to manage the business and transfer it to new locations. For others it means engaging in additional activities in the value-added chain, such as improving information and logistics systems to serve rapid turnaround, relatively price elastic demand, or moving upstream into design and development activities as well as downstream into branding and retailing merchandise operations (Yuan & Zhang, 2021).
Such economic transition provided the opportunity for Hong Kong to become an international business center, seeking and taking advantage of the critical mass of skills, capabilities, information, infrastructure, and related industries that had been developed to serve China, Asia-Pacific region and the rest of the world. Based on the relevant educational reform in Hong Kong such as the business curriculum reform in early 2000, Hong Kong further developed as a world class service center to facilitating the meeting of the West.
According to the latest BAFS curriculum guide (CDC & HKEAA, 2020), the business curriculum in Hong Kong's secondary schools enables unique integration of Eastern and Western cultural elements. For instance, the curriculum incorporates global business practices and both international and local case studies, exposing students to Western business models and strategies while grounding them in Eastern values and ethical practices. This helps students appreciate and understand diverse cultural approaches to business. Additionally, many business courses are delivered in both English and Chinese, reflecting Hong Kong's bilingual environment. This not only enhances students’ language proficiency but also equips them to effectively navigate both Eastern and Western business contexts. By integrating these elements, Hong Kong's business curriculum creates a dynamic learning environment that prepares students to thrive in a globalized world by leveraging the strengths of both Eastern and Western cultures.
In an increasingly globalized economy, the quality of education is a key determinant of a region's competitiveness. Hong Kong's school business education with its focus on international standards and global perspectives has contributed to the city's ability to attract talent and investment from around the world. The HKDSE business curriculum is aligned with international education frameworks, and many graduates are recognized by universities globally. This has not only enhanced Hong Kong's reputation as a center for quality education but also ensured that its workforce can compete effectively in the global labor market. Furthermore, the emphasis on bilingual education (English and Chinese) in Hong Kong's secondary schools endows business graduates with a unique advantage in cross-border business transactions, supporting Hong Kong's role as a bridge between Chinese mainland and the rest of the world.
Future Direction of School Business Education in Hong Kong
Keeping Abreast of Ever-Changing Needs Through Divergent Practices
As Hong Kong continues to solidify its status as a preeminent global financial hub amid evolving international economic dynamics, the business curriculum in local schools will increasingly need to embed global business perspectives as a core component. This entails not merely introducing theoretical concepts but fostering a comprehensive understanding of international market mechanisms, the nuances of cross-cultural communication in business negotiations, and the ability to analyze and adapt to fluctuating global economic trends, such as the shift toward digital finance and the rise of regional economic blocks. To fully support Hong Kong's enduring role as a financial hub, enhancing students’ financial literacy emerges as a pivotal step; this goes beyond basic financial knowledge to include critical skills like risk assessment, investment literacy, and an understanding of global financial regulations. Strengthening strategic partnerships and collaborative initiatives with the finance and banking industry in school business education can serve as a bridge between classroom learning and real-world practice. For instance, inviting industry professionals to deliver guest lectures, organizing corporate visits to leading financial institutions, and establishing mentorship programs can provide students with up-to-date financial knowledge tailored to industry needs, valuable mentorship opportunities to guide career development, and direct exposure to real-world business challenges such as market volatility and client relationship management.
Embracing Technological Advancement
Moreover, the GBA has rapidly emerged as a dynamic hub for technological innovation, offering unprecedented synergies between technology and business that Hong Kong's business education cannot afford to overlook. Integrating cutting-edge advanced technologies, such as AI, big data analytics, and financial technology (Fintech) into the school business curriculum is essential to equip students with the technical and adaptive skills needed to thrive in an increasingly tech-driven global economy. In particular, the rapid development and widespread adoption of AI-generated tools (e.g., AI-powered data analysis platforms and automated customer service systems) in business operations have reshaped job requirements, making the integration of digital literacy into the business curriculum more crucial than ever before. This comprehensive digital literacy training should cover a range of key areas, including e-business and digital business models (such as e-commerce platforms and digital marketing strategies), data analytics techniques to derive actionable business insights, and the practical use of digital tools in day-to-day business operations (World Economic Forum, 2023).
The rational and ethical application of AI in daily work has become an increasingly important competency in modern workplaces, as it enhances efficiency while requiring human oversight to ensure accuracy and fairness. Therefore, both oral and written communication skills—foundational to effective business interaction—should be emphasized in tandem with the rational use of AI, teaching students how to leverage AI tools to support communication (e.g., drafting business reports or preparing presentations) while maintaining critical thinking and interpersonal effectiveness. To facilitate this integration, schools should proactively invest in state-of-the-art digital tools and learning platforms and provide systematic training for teachers to effectively integrate these resources into classroom instruction. This training should encompass not only technical proficiency but also critical topics such as cybersecurity protocols to protect business data, data ethics to ensure responsible data use, and digital collaboration strategies to prepare students for remote and cross-border business teamwork.
Possessing Ethical and Entrepreneurial Spirit
Additionally, against the backdrop of growing global concern about climate change and social responsibility, there will be a stronger and more systematic emphasis on sustainability and ethical business practices in Hong Kong's school business education. Educating students about environmental sustainability (including the impact of business activities on ecosystems), corporate social responsibility (CSR) frameworks, and ethical decision-making processes will prepare them to navigate the complex ethical dilemmas and sustainability challenges of modern business environments (Carbone et al., 2024). Schools can seamlessly integrate these themes into existing courses or develop specialized modules covering topics such as renewable energy applications in business operations, sustainable business models (e.g., circular economy practices that minimize waste), and environmental ethics in business decision-making. Beyond knowledge acquisition, this also includes fostering an entrepreneurial mindset—characterized by innovation, resilience, and a solution-oriented approach—and a commitment to continuous improvement, both of which are essential for adapting to the fast-paced and ever-changing business landscape (Yu, 2014).
Sustaining Ongoing Development
Furthermore, a well-balanced curriculum that integrates rigorous academic knowledge with hands-on practical skills is key to preparing students for the diverse career paths available in the modern business world, from corporate management to entrepreneurship. Schools can achieve this balance by offering a mix of theoretical courses (such as business management, economics, and accounting) and immersive hands-on experiences, such as structured internships in reputable companies, entrepreneurship programs that guide students through developing and pitching business plans, and case study competitions based on real business scenarios. Incorporating sustainability into these practical experiences, for example—requiring internship projects to address sustainability goals or encouraging entrepreneurship teams to develop eco-friendly business ideas—can further raise students’ awareness about environmental issues and instill a commitment to promoting sustainable practices in their future careers.
The rapid and relentless pace of technological change means that the business curriculum cannot be static; instead, it must be regularly reviewed and updated to incorporate the latest digital skills and tools relevant to the business sector. This ongoing curriculum revision process can be highly resource-intensive, requiring not only financial investment in new learning materials and technologies but also sustained efforts to support the professional development of business teachers (Cheung, 2016). Continuous professional development (CPD) for teachers is therefore crucial for the successful implementation of a dynamic and relevant business curriculum. Providing teachers with regular, high-quality training programs, access to industry resources, and opportunities to engage with fellow teachers and industry experts helps them stay abreast of the latest educational trends, technological advancements, and industry practices. For example, CPD workshops focused on integrating AI into business lessons or training on sustainable business education methodologies can enhance teachers’ instructional capacity. Policymakers should be acutely aware that adequate funding and comprehensive resources, including but not limited to financial support for CPD, access to digital learning platforms, and partnerships with industry stakeholders, are essential prerequisites for implementing a modern, forward-looking business curriculum that meets the needs of Hong Kong's economy and its students.
Conclusion and Recommendations
From the 1950s to the present day, the business curriculum in Hong Kong's secondary schools has undergone substantial evolution, which reflects the transformations in the local economy and the shifts in educational priorities. Evolving from an initial focus on vocational skills training to the current emphasis on holistic development and innovation, secondary school business education in Hong Kong has played a pivotal role in cultivating a skilled labor force, fostering entrepreneurial spirit, improving professional business practices, and enhancing Hong Kong's global competitiveness. The insights derived from Hong Kong's business curriculum reform experiences are of reference value to other educational systems and can provide guidance for their future development. It is thus recommended that educational systems conduct regular reviews and updates of their curricula to align with the evolving economic, technological, market and social landscapes, thereby ensuring students acquire pertinent competencies to the current and future job markets. Specific recommendations on curriculum design, pedagogical practice and teacher education are set out below:
Curriculum
As education advances to equip students with enhanced adaptability to the service economy, it is imperative to cultivate the foundational knowledge, skills and attitudes essential to their professional success. More crucially, the ability to translate business knowledge and skills into solutions for daily and future challenges constitutes a core competency that must be developed. In the best interests of students, schools are therefore recommended to revise their school-based business curricula to deliver both local and global business knowledge and skills—capabilities that underpin students’ success in personal life and community engagement. Additionally, business curricula should be designed with intrinsic flexibility to align with the latest economic growth trends, evolving business practices and the competency requirements of the modern workforce.
Pedagogy
At the implementation level, business teachers are strongly advised to enhance students’ business competence more effectively through a diverse range of learning strategies that integrate process/performance-driven and product/output-driven approaches, including the application of AI generative tools in both in-school and out-of-school settings. Teachers should also reduce overreliance on traditional examination-oriented assessment methods and adopt more performance-based evaluation practices (e.g., portfolio assessment, peer evaluation and practical performance tasks) to accurately gauge students’ ability to apply business knowledge in real-world contexts. Investment in research on evidence-based teaching methodologies and curriculum design is instrumental in fostering innovative practices in business education. Policymakers may further support this progress by funding pilot programs and initiatives that test new business educational concepts and pedagogical strategies.
Teacher Education
Despite persistent challenges—most notably the need to bridge the gap between curriculum content and advancing teaching and learning practices—targeted teacher education is undoubtedly a cornerstone for sustaining the development of business education in Hong Kong. To this end, the professional development of business teachers should be enhanced by cultivating their awareness of their dual role as learning facilitators and educational change agents, supported by diverse experiential learning opportunities. Most importantly, expanding business teachers’ access to authentic industry exposure and high-quality professional development will unlock the full potential of school-based business education in Hong Kong. This, in turn, will continue to drive Hong Kong's economic growth and uphold its status as a leading international financial and business hub.
Footnotes
Ethical Considerations
The present study is a narrative review without primary empirical research, human participants or animal experiments. All literature sources are publicly available and legally accessed. The authors adhere to rigorous academic ethics, standard citation norms and objective analysis. No privacy infringement, ethical risks or conflicts of interest exist in this manuscript.
Declaration of Conflicting Interests
The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author received no financial support for the research, authorship, and/or publication of this article.