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Kelly Fung

Hong Kong students sitting the citizenship and social development paper in university entrance exams on Tuesday were tested on the “one country, two systems” governing principle, as well as contemporary topics such as e-commerce, online influencers and the new economy.
About 50,300 candidates sat the paper for the Diploma of Secondary Education (DSE) this year, up from 48,000 last year.
While foundational national education concepts remained central to the paper, educators noted a noticeable shift towards testing students’ broader social awareness through current affairs, including the 15th National Games and South Korean pop culture.
The subject, which replaced the controversial liberal studies curriculum, is graded only as “attained” or “not attained”, with a passing rate of 93.2 per cent last year. Tuesday’s exam also featured prominent questions on the constitutional relationship between Hong Kong and mainland China, as well as Greater Bay Area integration.
Former liberal studies tutor and secondary teacher Liu Tin-yan noted a clear shift in this year’s exam, suggesting it was testing students’ “information sensitivity” and external knowledge.
She said the revamped subject appeared to be drawing on elements of the old liberal studies curriculum by requiring candidates to demonstrate broader social insight.
“The materials from the first two years felt very ‘governmental’ – often using government data or national documents, which felt quite heavy. But this year, the materials are clearly much more lively and active,” Liu said.
“While the patriotic or national education components are still there, the selection of materials shows they want students to have social insight. They want you to understand international developments.”
Liu noted a clear rise in questions that required students to apply their own knowledge instead of relying solely on the provided texts, with five of nine written-response questions doing so this year, compared with three last year.
An eight-mark question, for example, asked how young people could equip themselves to adapt to development trends in the new economy. Another question required candidates to categorise their answers specifically into “policy” and “infrastructure” while simultaneously applying external knowledge.
“These added layers of requirements make it much harder for students to express themselves freely and secure high marks,” Liu said.
“It’s clear the examiners want to strengthen the focus on understanding and analysis. They are providing more ‘conditions’ for the students to meet in their answers.”
Other questions focused on the one country, two systems principle, asking why it could ensure Hong Kong’s prosperity and stability, and about the constitutional relationship between the city and the mainland.
One question also tested students on the development of the Greater Bay Area and Hong Kong’s integration into the overall development of the country.
Liu also noted that while the core textbook content remained a priority, there was a noticeable increase in questions requiring “own knowledge”, which made this year’s paper stand out from the previous two.
“Last year, this was a standard requirement for only three questions, but this year, five out of the nine written-response questions demand that students explain concepts using their own knowledge,” she said.
“Furthermore, even the standard four-point questions, which are usually straightforward tasks like describing or identifying, now come with added constraints.”
Candidates generally welcomed the broader scope of the paper.

Chan Wai-wun, a 17-year-old from Queen Elizabeth School Old Students’ Association Secondary School, said this year’s exam was more relevant to society.
“It not only mentioned Hong Kong’s long-standing one country, two systems policy, but also covered more current social issues, including online tourism promotion, how South Korea promotes its tourism and Hong Kong invites different online celebrities to promote its tourism, and the new economy,” Chan said.
“It can encourage students to think critically, rather than blindly copying. To answer questions correctly, they might review relevant current events, showing greater emphasis on citizenship and social development than before, and thus gain a better understanding of Hong Kong.”
The student said the part she enjoyed learning the most was about Hong Kong’s culture and policies.
“As a Hongkonger, I have a certain affection for this land, and naturally, I want to learn more about its history and culture,” she said.
Another student, Roniya Law Nok-yau, 18, from CCC Kei Yuen College, found this year’s exam to be less of a challenge, adding that one of the more surprising questions was about the National Games.
“That surprised me a bit because it’s not in the textbooks; it’s a very current affairs-based topic,” she said.
“It asked why we have cross-border cooperation – specifically, what the advantages are for Hong Kong to collaborate with the mainland this time.”
Law was also taken aback by the first long question that examined the constitutional relationship between the People’s Republic of China and the Hong Kong Special Administrative Region. She felt that it was the hardest question in the paper, and many of her peers struggled to give a complete answer.
“I’m just not sure because I did not know what kind of ‘relationship’ they wanted me to describe. The prompt was very vague about the relationship between the HKSAR and China. I did not know if they wanted me to answer with something very substantive or regarding a specific area,” she added.
For Law, the significance of the subject was to “recognise and understand the motherland”, and to acquire exam skills such as integration and elaboration – finding important information within many materials.
“It also helps us learn about what is happening in our society and the world,” she said.
The DSE exams will conclude on May 5, with results scheduled to be released on July 15.


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Hong Kong

Education

‘One country, two systems’ policy featured prominently in revamped paper, which required students to draw on ‘own knowledge’ and analysis


‘One country, two systems’ policy featured prominently in revamped paper, which required students to draw on ‘own knowledge’ and analysis.


HKDSE - Hong Kong Diploma of Secondary Education

Universities in Hong Kong

National education in Hong Kong

China

DSE citizenship exam tests students on social awareness and national principles

.css-1c6uqr6{color:inherit;font-weight:inherit;font-size:inherit;font-family:inherit;line-height:inherit;overflow-wrap:break-word;}‘One country, two systems’ policy featured prominently in revamped paper, which required students to draw on ‘own knowledge’ and analysis

‘One country, two systems’ policy featured prominently in revamped paper, which required students to draw on ‘own knowledge’ and analysis