GSEP Teacher Alumni Gain Global Perspective Through Professional Exchange in Hong Kong

Eight Pepperdine Graduate School of Education and Psychology (GSEP) teacher alumni spent a week in Hong Kong this June participating in an international professional exchange that broadened their perspectives on teaching, strengthened their commitment to education, and reinforced the importance of culturally responsive learning environments.

Led by Dr. Kevin Wong and Dr. Anthony Collatos and supported primarily by the Pat Lucas Center for Teaching, the June 7–13 exchange immersed early-career educators from across California in one of the world’s most dynamic educational systems. The experience reflects the Master of Arts in Teaching (MAT) program’s commitment to preparing educators who lead with equity, cultural responsiveness, and a whole-child approach to learning.

Throughout the week, participants visited five schools and educational institutions representing a wide range of teaching philosophies and student populations. The itinerary included the Yau Ma Tei Kai Fong Association Kung OK Primary School, recognized for its inclusive education of ethnic minority students; Hong Kong International School, which offers a U.S.-based curriculum centered on whole-child development; F.D.B.W.A. Chow Chin Yau Primary School, known for its experiential learning model and multiple Caring Campus Awards; St. Paul’s Co-Educational College, one of Hong Kong’s premier secondary schools; and the Education University of Hong Kong (EdUHK), where alumni engaged with faculty and researchers exploring teacher education, artificial intelligence, and curriculum innovation.

In addition to classroom observations, the exchange featured faculty discussions with researchers at EdUHK, structured reflection sessions, and opportunities for alumni from different graduating cohorts to build lasting professional connections. Participants also experienced Hong Kong’s rich culture through visits to Victoria Peak, the Star Ferry, Stanley Market, Happy Valley Racecourse, and Lei Yue Mun Seafood Village.

For many participants, the experience reaffirmed their purpose as educators while expanding their understanding of how schools around the world prepare students for success.

One participant reflected on the emotional impact of visiting the first school:

“I was very emotional visiting the first school. I never imagined I would have this opportunity, and most importantly, I felt like I belonged. Sitting in that classroom brought me back to when I was little and did not speak English, but was so excited to learn. This is why I teach—to be a pillar of hope and inspiration for the next generation.”

Another alumnus described how the experience renewed a sense of purpose during the challenges of an early teaching career:

“Often times, I and other newer teachers have wondered why it is worth staying in this profession… This trip has ultimately provided me hope and confirmation that I will remain a teacher, educator, and future administrator for the rest of my life. It further solidified and developed my why.”

Participants also shared how observing different educational models challenged long-held assumptions and inspired greater curiosity.

“There is no single right way to educate children. Before this experience, I unconsciously viewed education through the lens of the systems I was most familiar with. Seeing so many different educational philosophies within one city challenged that perspective completely.”

Beyond the classroom visits, alumni emphasized the value of reconnecting with fellow educators and finding community through shared experiences.

“Being able to talk to people about teaching was freeing… The MAT program gave me connection with my classmates, but this trip gave me something I hadn’t realized I was missing. We all got along so well because we share the same passion for teaching.”

The exchange also deepened participants’ understanding of identity, equity, and advocacy. One teacher shared that seeing a principal intentionally refer to ethnic minority students as “international students” reshaped the way they think about belonging and inspired them to advocate more intentionally for students in their own school communities.

As the program concluded, participants returned home with renewed confidence in their teaching practices and a stronger commitment to serving students.

Reflecting on the overall experience, one participant wrote:

“This trip changed me as a person. It allowed me to reflect on my practices and see that the strategies I use in my classroom are working. Teachers across the world are using the same approaches to support students. I feel inspired in my journey as a teacher and ready to walk back into the classroom.”

The Hong Kong exchange exemplifies Pepperdine GSEP’s ongoing commitment to developing educators whose learning extends beyond the classroom and across international borders. By engaging with global educational communities, alumni continue to strengthen their leadership, deepen their cultural understanding, and return to their schools equipped with new ideas that benefit the students and communities they serve.