This module enables participants to be acquainted with international development of Vocational and Professional Education and Training (VPET) as well as current learning and teaching initiatives in the VTC. Participants will explore the challenges of implementing the current learning and teaching initiatives and develop pragmatic and practical teaching methods for a positive impact on students' learning. 

On completion of the module, participants are expected to be able to:

• describe development of VPET in Hong Kong and other countries,
• recognise the VTC's Strategic Plan in relation to current development of learning and teaching,
• recognise characteristics of current students regarding concepts of careers and vocational training, and
• reflect on and select appropriate teaching methods to enhance students' learning.

This module enables participants to further develop pedagogies and applications of Workplace Learning and Assessment (WLA). Besides, this module further discusses pedagogies using Project-based Learning (PBL), Design Thinking (DT), 3Cs (Communication, Collaboration and Curation) with community project examples. Quality Assurance (QA) practices of the VTC for experienced teachers will also be discussed. 

On completion of the module, participants are expected to be able to:

• describe the importance and practices of Workplace Learning and Assessment (WLA) for VPET, 
• employ appropriate teaching strategies to connect knowledge, skills and experience with WLA, 
• discuss PBL, Design Thinking and 3Cs approaches in community-related projects, and 
• discuss the applications of the QA practices related to frontline teachers in the VTC's QA system. 

In this module, the concept of collaborative learning will be explained, and hands-on practice of Digital Learning and Teaching (DLT) strategies on the use of tools in education technology (EdTech) and artificial intelligence (AI) to support and engage students will be discussed. Various kinds of DLT training provided by the CLT and other OUs will also be discussed. 

On completion of the module, participants are expected to be able to:

• identify pedagogical practices and implications of online collaborative learning,
• choose appropriate EdTech and AI tools to enable communication, interaction and collaboration to engage students in learning, 
• apply DLT strategies to facilitate blended and flexible learning, and 
  
• recognise the various kinds of DLT training provided by the CLT and other OUs. 

Inclusive education values diversity and unique contribution of every student. Teachers play an essential role in fostering and facilitating an inclusive classroom. This module aims to provide a wider and deeper scope of diverse learning needs of students. The importance and application of differentiated instructions for students in an inclusive classroom will be introduced. Participants will be engaged in activities to discuss appropriate educational approaches, intermediary level of counselling as well as risk management skills in supporting students.

On completion of the module, participants are expected to be able to:

• identify some key considerations to facilitate learning and teaching in an inclusive classroom;
• suggest appropriate educational approaches for diverse students to foster a supportive inclusive learning environment; and
• discuss intermediary level of counselling skills with students and risks management skills in classroom and campus.

The aim of this module is to provide participants with an opportunity to reflect upon their teaching practices, and how they could apply the updated pedagogies and theories learnt in this programme to enhance their teaching practice. Participants are required to complete a presentation file which summarising one of the recent module assignments with reflection on the design, outcomes and enhancement.

On completion of the module, participants are expected to be able to:

• recognise updated pedagogies and theories in education;
• organise teaching materials of a module for an effective presentation;
• apply pedagogies and theories learnt in this programme; and
• reflect on the outcomes and enhancement as part of the professional development.