Charlie Tak Hei Kwong

About the researcher

Charlie Tak Hei Kwong (Cantonese: 鄺德希) is a transdisciplinary academic practitioner, registered teacher, and instructional designer working across creative and digital media, arts and special education, inclusive education, educational technology, and curriculum development in higher education. His research and creative outputs have been published and featured in Australia, Hong Kong, Québec, South Korea, and the United Kingdom. 

Prior to his current funded research hosted by the Centre for Pedagogy Futures and the School of Communication, he was affiliated with the Cultural and Creative Arts Research Hub, the Analytics and Assessment Research Centre, and the Department of Special Education & Counselling at The Education University of Hong Kong, as well as the Exercise Psychology and Motor Learning Laboratory in the Faculty of Education at The Chinese University of Hong Kong (Hong Kong). 

With over eight years of experience in blended learning and academic development, his practice focuses on informal learning, curriculum design, and inclusive pedagogies. His curriculum work was recently reviewed by the Minister of Advanced Education in Alberta, Canada, contributing to his affiliated institution’s recognition as a funded Public Independent Academic Institution in 2024. 

Research interests

Arts & Special Education, Inclusive Practice, Digital Media, Transition, Early Intervention, Educational Technology for Accessibility, Blended Learning, Community-based Education, Identity, Transmedia Storytelling 

Charlie

PhD abstract

Thesis title

Building Identity Through Stories: Transmedia Storytelling as an Educational Intervention to Support Identity Exploration of Students with Special Educational Needs and Disabilities during Transition into Higher Education. 

Abstract

This doctoral research in special education examines the transitional barriers shaping identity development among students with Special Educational Needs and Disabilities (SEND), and proposes Transmedia Storytelling as a bottom-up theoretical framework for supporting transition. The study responds to gaps in predominantly top-down transition models in higher education, which often fail to support the non-linear and lived experiences of SEND students. 

Adopting an iterative mixed-methods design, the research integrates transition theory, identity development, storytelling in indigenous pedagogy, trauma-informed pedagogy, and arts-based educational approaches with empirical data from student-centred workshops, semi-structured interviews, learning analytics, and surveys. A British higher education institution serves as the primary research site, with comparative moderation across Hong Kong and Canada to examine differences under the systemic and multicultural factors.  

The study aims to develop a non-extractive, decolonising design framework that foregrounds agency, dignity, and lived experience, it contributes to more inclusive transition practices that support SEND students during educational transition. 

This educational research is supervised by Dr Jennifer Young, Professor Neil Fox, and Professor Russell Crawford. 

Qualifications

  • Master of Arts, Falmouth University, 2024
  • Postgraduate Diploma in Education, The Chinese University of Hong Kong, 2022
  • Bachelor of Arts, The Education University of Hon Kong, 2021

Professional engagements

  • Reviewer, SHIFT 2026, Annual Learning & Teaching Conference, University of Greenwich, United Kingdom
  • Member (2025-Current), Canadian Association of College & University Student Services, Canada
  • Member (2022-Current), Immigrant Council for Arts Innovation, Canada
  • Panel of Adjudicators (2019-2023), Obscene Articles Tribunal, Hong Kong Judiciary
  • Member (2017-2021), Hong Kong Professional Teachers' Union, Hong Kong

Contributions

  • Kwong, T.H. (2026). Reframing transition through transmedia storytelling: Inspirations from Indigenous pedagogies. SHIFT 2026, Annual Learning & Teaching Conference, University of Greenwich, United Kingdom. Lightning talk presentation.
  • Kwong, T.H. and Ruzgaite, O., 2024. Achieving technological pedagogical content knowledge (TPACK) for students’ success: MaKami’s Moodle Navigator. MaKami Professional Development Conference 2024, Calgary & Edmonton, Alberta, Canada. Abstract and practice-based output presentation.
  • Kwong, T.H., 2023. Exploring lived experiences in long-distance communication and marginalisation: Participatory art project with immigrants and international students from Hong Kong. McGill University EGSS Conference 2023, Montreal, Canada. Abstract and oral presentation.
  • Kwong, T.H., 2022. Spatial pedagogy in early visual arts education: A case study of teachers’ practice and beliefs. The 4th World Conference on Teaching and Education, Oxford, United Kingdom. Abstract and oral presentation.
  • Kwong, T.H. and Cheng, K.L., 2021. Supporting kindergarten students with special needs in post-pandemic Hong Kong schooling: Facilitating transition between year levels through visual art education. International Symposium on Understanding and Promoting the Wellbeing of Students with SENs, Hong Kong. Poster and oral presentation.

Grants and Awards

  • 2025, Falmouth Doctoral Studentship, Falmouth University
  • 2023, Faculty and Academics Award, Rookie, Public Independent Academic Institution, Alberta, Canada
  • 2022, Tin Ka Ping Foundation Educational Research Assistantship, Faculty of Education, The Chinese University of Hong Kong (Hong Kong)
  • 2021, Year Prize for Academic Excellence (2020-21), Department of Cultural and Creative Arts, The Education University of Hong Kong
  • 2021, Dean's Honour List (2020-21), The Education University of Hong Kong
  • 2021, HKSAR Government Scholarship (2020-21), Education Bureau, Government of the HKSAR
  • 2020, Year Prize for Academic Excellence (2019-20), Department of Cultural and Creative Arts, The Education University of Hong Kong
  • 2020, Dean's Honour List (2019-20), The Education University of Hong Kong
  • 2020, HKSAR Government Scholarship (2019-20), Education Bureau, Government of the HKSAR
  • 2019, Student Exchange Scholarship, The Education University of Hong Kong