Erickson, Vygotsky, and Illeris: Implications/Challenges to Hong Kong's University Reforms

From an educational psychological perspective, Hong Kong’s 3-3-4 and general education reforms are analyzed to understand the implications of such reforms to the learning process. Erikson’s stages of psychosocial development, Vygotsky’s zone of proximal development, and Ileris comprehensive learning theory will be used to explain challenges to the learning process in terms of appropriate psychosocial, emotive and cognitive development and readiness of both students and teachers under the above mentioned university reforms.Hong Kong’s initiatives to prepare for the implementation of the 3-3-4 reforms both at the secondary education level, capacity building, information dissemination, and its facilitating international recognition agreements are discussed and analyzed. Its adequateness to handle key educational challenges related to the 3-3-4 and introduction of general education are questioned, and recommendations to increase capacity and preparedness are advanced in this paper.