MA(STEM Ed)

Master of Arts in STEM Education

Master of Arts in STEM Education
Study Mode
Full-time / Part-time
Normal Period Study
1-Year/ 2-Year
JUPAS Code
-
EdUHK programme code
A1M095 / C2M028
Apply Now
https://www.eduhk.hk/acadprog/online/
Admission Information
https://www.eduhk.hk/acadprog/application/

Enquiry

(852) 2948 6886
tpgadmission@eduhk.hk
(852) 2948 7694
mastem@eduhk.hk
Dr Choi Tat Shing
(852) 2948 7470
tschoi@eduhk.hk
Scholarship
Hong Kong Future Talents Scholarship Scheme for Advanced Studies
Scholarship for Teachers (Pursuit of Master’s Degree Programmes)
(English) MA_STEM_2025.pdf
Medium of Instructions
The medium of instruction is English.

Programme Information

The programme will lead you to an exciting and rewarding experience of professional development in STEM education

 

Programme Aims

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The programme has

……distinctive aims to
  • promote a holistic and comprehensive understanding of STEM education;
  • develop competence in promoting STEM education through curriculum integration and integrated learning;
  • equip participants with the knowledge and skills for applying technology and engineering design in solving problems;  
  • develop participants’ pedagogical content knowledge for designing instructions and assessment for integrated STEM education;
  • develop leadership and cultivate a spirit of innovation in promoting school-based STEM education. 
…… and a sharp focus on what STEM education professionals and leaders need to know about
  • Leadership in developing school-based STEM education
  • Creative use of technology to inquire and design
  • Models and approaches to enhance self-directed learning
  • Synergizing subject and cross-subject learning
  • Integrated application of knowledge and 21st century skills
  • Leveraging formal and informal curriculum and community support 
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Programme Structure / Curriculum

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Programme Structure

The programme comprises 24 credit points (cps). Students need to attend classes per week which may be held in the daytime/evening on weekdays and/or Saturdays at the Tai Po Campus, Tseung Kwan O Study Centre, North Point Study Centre and/or Kowloon Tong Satellite Study Centre as decided by the University.

Classes in the same or different semester(s) may be scheduled from Monday to Saturday at the Tai Po Campus, Tseung Kwan O Study Centre, Pak Shek Kok Sports Centre, North Point Study Centre, Kowloon Tong Satellite Study Centre and/or other locations as decided by the University.

The programme offers 6+2 courses, covering major STEM education themes.

 

6 Core Courses:
  • STEM education: theoretical and curricular perspectives (3 cps)
  • Scientific inquiry and engineering design (3 cps)
  • Technology in STEM education (3 cps)
  • Developing creativity and innovation in STEM (3 cps)
  • Coding and computational thinking (3 cps)
  • Principles and methods in STEM education research (3 cps)
     
2 Elective Courses:

Participants could choose ONE out of the TWO courses in each Elective Group:

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Entrance Requirements

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Entrance Requirements

(a)  Applicants should normally hold a recognized Bachelor’s degree or equivalent.

(b)  Applicants whose entrance qualification is obtained from an institution in a non-English speaking system should normally fulfil one of the following minimum English proficiency requirements:

  • Overall score of IELTS 6.0 (academic version)#; or
  • TOEFL (internet-based test) #: Score of 80 (for tests taken before 21 January 2026)
                                                          Score of 4.0 (for tests taken from 21 January 2026 onwards); or
  • Band 6 in the College English Test (CET)# with a total score of 430; or
  • Grade C or above in GCSE / GCE OL English; or
  • Other equivalent qualifications.

    #The test should be taken in test centres and the result should be valid within two years. TOEFL Home Editions, TOEFL MyBest Score, IELTS Indicator, IELTS Online, IELTS One Skill Retake, Duolingo and National Postgraduate Entrance Examination (全國碩士 研究生招生考試) are NOT acceptable.
     
  • (c)  Shortlisted applicants may be required to attend an interview.
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Tuition Fee, Scholarship

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Tuition Fee

Tuition fee for the whole programme (2026/27 Cohort) is HK$160,800* (HK$6,700 per cp)
*Tuition fee is subject to adjustment

 

Scholarship and Fellowship

  • Hong Kong Future Talents Scholarship Scheme for Advanced Studies

The University Grants Committee (UGC) launched a “Hong Kong Future Talents Scholarship Scheme for Advanced Studies” from 2025/26 to subsidize local students to study taught postgraduate programmes.  Please refer to the UGC’s website for details.

  • Entrance Scholarship – Entrants may be granted a scholarship of HK$10,000 by The Education University of Hong Kong.
  • Excellence Award – Students with outstanding academic performance will be awarded each semester.
  • EDB Scholarship for Teachers – The Education Bureau (EDB) offers a scholarship of HK$80,000 to local school teachers on a competitive basis. Please refer to the EDB’s website for the Scholarship for Teachers (Pursuit of Master’s Degree Programmes*). 
    *Subject to approval 
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Detailed Course Description

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Detailed Course Description

Core Courses (18 credit points)
STEM education: theoretical and curricular perspectives (3 credit points)This course introduces participants to the theoretical underpinnings of STEM education. It traces the historical backgrounds to the STEM education movement in response to changes in economic, social and educational milieus in developed countries.  The course critiques the various interpretations of STEM education, and how different degrees and forms of integration of STEM and non-STEM disciplines have given rise to various curricular manifestations such as STEAM and STREAM, and diverse pedagogical approaches ranging from multidisciplinary to transdisciplinary problem solving approaches. The notion of STEM literacy as a universal goal of STEM education for the general citizenry will be critically examined in the context of modern and possible future technological advancement and its various implications. Participants will also compare the goals of different national standards for promoting STEM to understand their diverse emphases in transforming theory into practice. The challenges of the STEM education movement and its potential for sparking a paradigm shift in science, technology and mathematics education will be discussed in light of research findings regarding the impact of STEM education on student learning. Participants will be guided to construct a personal philosophy of STEM education to inform school practice.
Scientific inquiry and engineering design (3 credit points)This course provides participants with an in-depth understanding of the nature of science and engineering as two essential STEM practices, and their inter-relationships. It leads participants to compare the key thought processes of scientific inquiry and engineering design. Discussion on engineering design will focus on how it utilizes knowledge and skills across STEM disciplines, notably science and mathematics, and how engineering habits of mind are manifested in analytical designing, modeling, optimizing and system thinking for solving problems. Participants will learn how to effectively combine scientific inquiry and engineering design in STEM education settings.  While scientific inquiry provides the means for school students to research scientific knowledge that could provide a foundation for design, engineering design serves as the context to apply and further develop their scientific knowledge and inquiry skills. In practicing engineering design, participants will be guided to consider important design factors such as innovation, environmental sustainability, human factors, health and safety, feasibility and reliability to achieve planned goals within constraints. This course further leads participants to develop the pedagogical content knowledge for articulating science inquiry processes, engineering design strategies, technological skills and mathematical knowledge in designing integrated STEM activities.
Technology in STEM education (3 credit points)The course begins by tracing the historical development of technology to highlight the nature of technology as both a means and an end in human problem solving. The combined effect of politico-economic and socio-cultural factors, and the emergence of science as chief driving forces for the development of technology will be critically examined. The impact of modern technology on society and humanity will be discussed together with its ethical implications. With such foundation, the course provides participants with the essential pedagogical content knowledge for infusing modern technological devices into school STEM education. These include sensors, dataloggers, microcontrollers, 3D-printers, laser cutters, VR/AR, drones, mobile technology and Internet-of-things (IOT), and how they could be applied to STEM activity designs. Such knowledge will be useful for participants to build school students’ capacity to integrate technology into scientific inquiry and engineering design.
Developing creativity and innovation in STEM (3 credit points)This course offers a comprehensive study relating creativity and innovation to STEM education in five different ways. The first part introduces the basic concepts and theories of creativity and innovation, and their relations with STEM. The second part enhances the application of creative strategies for solving problems and developing inventions in STEM. The third part imagines how inventions can be translated into commercially viable innovations. The fourth part equips participants with the pedagogical and assessment skills for fostering student’s creativity in STEM learning. The fifth part aims at cultivating participants’ creativity in teaching STEM, from curriculum design to classroom improvisation. In this course, participants will be engaged in a variety of thinking exercises, experiential learning, case studies, hands-on and real-life authentic problem solving activities. Furthermore, participants are encouraged to transfer their learning from STEM to other domains. Ultimately, this course will benefit general creativity and innovation education as a whole.
Coding and computational thinking (3 credit points)This course begins with a review of the knowledge and skills of computational thinking and its role in developing advanced and future technology. The important role of coding and computational thinking as an integral part of STEM (Science, Technology, Engineering and Mathematics) education and the rationale behind will be critically examined. It then discusses strategies for learning coding from various perspectives to develop participants’ computational thinking within the context of STEM education. The course will provide hands-on practices of using coding and computational thinking to address authentic problems and real-life scenarios in relation to STEM. Participants will be introduced to a variety of teaching and learning approaches to use coding to develop computational thinking, with the effectiveness of these approaches critically examined. They will also be led to further explore issues related to the design and practice of coding pedagogies, and how coding and computational thinking could be linked with other STEM disciplines to design integrated STEM learning activities in school curricular contexts.
Principles and methods in STEM education research (3 credit points)The course reviews the literature, strategies and instruments that inform qualitative and quantitative research in STEM education, leading participants to reflect on existing STEM education practices and explore ways forward. It will engage participants in the analysis and critique of published research from a variety of scholarly sources to develop participants’ ability to apply critical and interdisciplinary thinking to the methodical investigation of issues of concern in STEM education. With this foundation, participants will conduct a comprehensive literature review on a selected topic on STEM education for developing their ability to devise research questions, use appropriate methods for answering related questions, and reflect on claims and evidence on the impact of STEM education, leading to the development of their own informed philosophy and practices for promoting STEM education.
Elective Courses (6 credit points)

Elective Group I (3 credit points)

Curriculum, teaching and assessment in STEM for primary schools (3 credit points)This course examines the relationship of STEM and the primary curriculum with particular reference to local school contexts.  It leads participants to explore potential ways to integrate STEM education into the curriculum of primary schools.  The connections among different primary STEM subjects, e.g., General Studies/Science, Mathematics ICT, and non-STEM subjects, such as Visual Arts, will be discussed with a view to synergizing disciplinary and interdisciplinary learning. This course also explores how integrated STEM curriculum designs could enhance primary students’ development of knowledge, inquiry skills, mathematical reasoning, computational thinking, creative design thinking, and 21 century skills. The use of problem-based learning, design-based learning, technology-enhanced learning approaches and scaffolding techniques to promote inquiry and design, will be examined. Formative and summative assessment strategies will be explored that could provide the essential feedback to school students and teachers on STEM learning outcomes. The role of leadership in overcoming challenges of integrated STEM education is examined with respect to curriculum integration, inter-departmental collaboration, teacher professional development, resources management and garnering of community support.
Curriculum, teaching and assessment in STEM for secondary schools (3 credit points)This course examines the relationship of STEM and the secondary curriculum with particular reference to local school contexts.  It leads participants to explore potential ways to integrate STEM education into the curriculum of secondary schools.  The connections among different secondary STEM subjects, e.g., Science, Mathematics ICT/Computer, Design and Technology, and non-STEM subjects, such as Arts, will be discussed with a view to promoting interdisciplinary learning that synergizes with disciplinary learning. This course also explores how integrated STEM curriculum designs could enhance secondary students’ development of knowledge, inquiry skills, mathematical reasoning, computational thinking, creative design thinking, and 21st century skills. Issues and challenges about progression in STEM education from the primary to secondary curriculum with increasing emphasis on self-directed learning, and about the dissolution of rigid subject boundaries across various secondary subjects will be discussed.  The use of problem-based, design-based learning and technology-enhanced learning approaches and scaffolding techniques to promote inquiry and design will be examined. Formative and summative assessment strategies will be explored to provide the essential feedback to school students on their learning outcomes. The role of leadership in overcoming challenges of integrated STEM education is examined with respect to curriculum integration, inter-departmental collaboration, teacher professional development, resources management and garnering of community support.

Elective Group II (3 credit points)

Research project (3 credit points)In this course, participants will be engaged in a small-scale research in STEM education under the guidance of a supervisor. Participants will select a research topic after identifying gaps in research on STEM education to date. The topic should have the potential to inform practice in the context of Hong Kong or other places. Possible topics include instructional design for achieving specific learning outcomes, the effectiveness of different approaches to curriculum integration, methods for assessing 21st century skills, and teachers’ readiness for integrated STEM education.  In the study, participants will go through the process of literature review, formulating research questions, methodology, data analysis, discussion of findings, and drawing of conclusions. Both quantitative or qualitative, or a mixed approach may be used, involving action research, surveys, case studies or other methods as appropriate. The course will span two semesters to allow sufficient time for participants to plan and conduct the research.
Internship (3 credit points)The Internship aims to provide participants with first-hand learning experiences for broadening their understanding of STEM and their vision of STEM education through exposure to workplace environments in STEM industries or STEM education fields. This course will also help participants integrate and apply their knowledge and skills gained from this programme, and to reflect on practical challenges and solve problems which they may encounter in workplace environments. Participants will be engaged in analysis and reflection on their Internship experience with regard to the development of STEM education in Hong Kong. The Internship thus offers participants the opportunity to enhance their STEM competencies or STEM educational competencies, as well as to foster their professional attitudes towards STEM and STEM education. This course will also equip participants with the essential knowledge to promote STEM professions as future careers for school students.  The internship will not lead to a qualified teacher status that enables participants to teach STEM subjects at local schools.
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Student Corner

Internship & Career

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Internship Opportunities

The programme offers students with the opportunities to work in local primary and secondary schools, The Hong Kong Science Museum, engineering and aviation industry, and the STEM project of our department. Students need to teach and conduct research for STEM, develop STEM curriculum, research for A.I., and promote science and technology at work etc. Through this programme, entering different companies, students are able to practice what they’ve learnt, be inspired and cultivate their innovative STEM spirits, broaden their horizons and network, and therefore get well-prepared for their future careers.

Career Prospect

  • STEM-related subject teachers;
  • STEM jobs with positions in computing, engineering;
  • Employment in computer and IT occupations;
  • Mobile application and web developer;
  • Industrial engineering technician;
  • Pursue further STEM Education studies;
  • And so on…
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Programme Introduction Video
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Prospective Students

The programme will benefit

  • School STEM coordinators and STEM teachers
  • STEM graduates
  • Non-STEM graduates
  • STEM education practitioners from different sectors
  • Other STEM professionals 

……with the full support of a strong teaching and technical team, specializing in

  • STEM Education
  • Sciences
  • Information and Communication Technology
  • Mathematics
  • Engineering
  • Environmental Studies
  • Creativity Education

 

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FAQs

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Section 1 – About the Programme
Section 2 – Application
Section 3 – Interview and Application Status
Section 4 – Other Inquiries (Including Visa-related Issues and Support for non-local Students)
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Disclaimer 

EdUHK does not encourage students to entrust their application to any third party agents and we always contact applicants directly on updates regarding the applications. You must complete and submit your own application and provide your own personal and contact details. Please refer to the official EdUHK channels, such as programme websites and the admission system, for the required information to complete your application.

Every effort has been made to ensure that information contained in this website is correct. Changes to any aspects of the programmes may be made from time to time due to unforeseeable circumstances beyond our control and the University reserves the right to make amendments to any information contained in this website without prior notice. The University accepts no liability for any loss or damage arising from any use or misuse of or reliance on any information contained in this website.

Any aspect of the course and course offerings (including, without limitation, the content of the course and the manner in which the course is taught) may be subject to change at any time at the sole discretion of the University. Without limiting the right of the University to amend the course and its course offerings, it is envisaged that changes may be required due to factors such as staffing, enrolment levels, logistical arrangements, curriculum changes, and other factors caused by unforeseeable circumstances. Tuition fees, once paid, are non-refundable.

The University is committed to uphold the educational quality and standard of the programmes it offers. The University, being funded by the University Grants Committee (UGC), is one of the nine self-accrediting institutions in Hong Kong. In addition, the quality of the educational experience in all programmes offered by the UGC-funded universities is subject to the quality assurance process administered by the Quality Assurance Council of the UGC.

Individuals who wish to apply for qualification certification in Chinese Mainland after graduation should contact the CSCSE (website: https://zwfw.cscse.edu.cn/cscse/lxfwzxwsfwdt2020/xlxwrz32/index.html) directly for updated details and confirmation. The certification in Chinese Mainland is an independent process from the conferral of academic qualification in Hong Kong by the University. For the avoidance of doubt, no warranties are given in respect of individual graduate’s qualification certification or recognition in Chinese Mainland or any other professional qualification or license outside Hong Kong.

Important Notes for Students from Chinese Mainland on Overseas Credential Evaluation (國(境)外學歷學位認證)

  • Students who have fulfilled the programme requirements will be conferred the degree upon the approval of the University’s Academic Board. The University bears no responsibility for the evaluation of its degrees outside of Hong Kong, China. Students are advised to consult with the relevant authority(ies) for the prevailing rules/regulations.
  • Individuals who would seek qualification certification in Chinese Mainland after graduation should contact the Chinese Service Centre for Scholarly Exchange (CSCSE) 中國(教育部) 留學服務中心 (https://www.cscse.edu.cn) for updated details.
  • The certification in Chinese Mainland is an independent process from the conferral of academic qualification in Hong Kong, China by the University. For the avoidance of doubt, no warranties are given in respect of individual graduate’s qualification certification or recognition in Chinese Mainland or any other professional qualification or license outside Hong Kong.
  • CSCSE takes a very prudent approach in evaluating each application, including the students’ residential period in Hong Kong, China during the entire study period. When evaluating graduates’ credentials, the full border entry and exit records of individual applicants will be examined.
  • Students who would pursue credential recognition should be aware that short stays in Hong Kong, China during the study period may not fulfil the CSCSE residential requirements, leading to possible uncertainty and risks to their credential recognition.
  • Students are seriously advised to consider the above when making personal plans, such as accommodation and travel plans from Hong Kong, China etc. and make necessary arrangements where appropriate.
  • It is the responsibility of the students to be familiar with and comply with the University regulations and guidelines governing the Taught Postgraduate Programmes. Students should refer to the Graduate School website for the General Academic Regulations and the Code of Practice for Taught Postgraduate Programmes for details.
  • Students should consult with CSCSE if they have any enquiries.
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