Search results

This paper aims to analyse the different requirements of Practice Direction 15.10 (which governs the process of family mediation in Hong Kong) and Practice Direction 31 (which governs the process of general mediation in Hong Kong), and to highlight the need to incorporate the spirit of family mediation into legislation to better protect children’s interest in a family dispute.

The paper reviews and compares the content on Practice Direction 15.10 and Practice Direction 31 issued by Chief Justice of the Hong Kong Court of Final Appeal, and adopts interpretative and analytical approaches to evaluate their impact.

In an effort to promote parental responsibility-based negotiation in divorce proceeding, a missed opportunity in enacting the Children Proceedings (Parental Responsibility) Bill in 2015 might be a blessing in disguise as it offers another chance for policy makers to consider how to direct parties to negotiate and communicate, to seek and benefit from professional guidance on a continuous basis, and to seek alternative channels to resolve disputes other than the court room. The policy and the law advocating a switch from a “rights-based” to “responsibility-based” approach in handling children’s matters should be revisited by incorporating the spirit of family mediation into legislation.

Analyses are conducted through direct contextual review and documentary research. This paper conducts literal analysis of court guidance and unveils policy implications for the general public. It would be of interest to judicial officers, scholars and government officials concerning children’s rights and parental responsibility in divorce proceedings.

Nowadays, as organisations and companies increasingly harness the power of artificial intelligence (AI), there is a growing need to ensure future professionals in fields such as business and management can possess relevant necessary knowledge, skills, and mindset for navigating the ethical and social implications of AI technologies. This study evaluated the effects of a specialised AI literacy course designed for business students at a university in Hong Kong. The course aimed to equip participants with a basic understanding of AI concepts via self-paced materials, hands-on activities, case study discussion, and design thinking activities. Through a mixed-methods approach involving evaluation surveys and student and teacher reflections, this case study examined how effectively the course developed the students’ AI literacies as future business leaders and global digital citizens. AI competencies include understanding basic AI and generative AI (GenAI), using AI applications ethically, critically analysing AI-powered systems, identifying potential societal risks, and making data-driven decisions while upholding ethical principles. The findings provide valuable insights into the role of targeted AI education in preparing the next generation of business professionals for navigating the evolving data landscape and contributing to the responsible advancement of these transformative technologies.