Presentation Schedule
Adapting Personal Development and Growth: Opportunities and Challenges of COVID-19 Psychosocial and Educational Developmental Influences and Conceptual Frameworks (107164)
Session Chair: Roberto Masami Prabowo
This presentation will be live-streamed via Zoom (Online Access)
Wednesday, 13 May 2026 12:55
Session: Session 2
Room: Live-Stream Room 4
Presentation Type: Live-Stream Presentation
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This research paper focused on the reconfiguration of adolescent developmental contexts in Hong Kong, like reshaping psychosocial processes, peer relations, and educational experiences. Being a responsible pre-social worker, paper utilized a broad human development concepts, aligned with analyzing adolescents' ages to study COVID-19 learning impacts. It applied various theoretical frameworks, including Erikson’s psychosocial stages (identity vs. role confusion), Piaget’s formal operational development, Maslow’s hierarchy (like belongingness and self-esteem), Vygotsky’s sociocultural perspective, Bandura’s social learning theory, and Bronfenbrenner’s ecological systems (which incorporates a neo-ecological lens on digital microsystems). Research applied mixed research methods (including interview and survey) to achieve the requirements of validated instruments and triangulation. Apart from reviewing articles, journals, and literature (n=63), it also incorporated an online survey inviting secondary student participants (n=46) and a semi‑structured interview with a senior registered social worker. Although some research findings demonstrated lower extracurricular participation, collaboration, and social competence, and increasing chances of anxiety and social withdrawal post‑mask-mandate. Yet, it is essential to discuss educators', social workers', and students' digital capabilities, literacy and sustained adoption of hybrid learning. Additionally, it causes uneven scaffolding, attention fragmentation, and strengthening digital divides for underprivileged families. Research proposes multi‑level social work implications, including reconstructing peer networks and experiential learning, providing social skills and emotion regulation groups, and promoting digital literacy and detox programs, etc. Finally, the paper provided implications for educators and social workers to consider the inclusiveness of different families' digital infrastructure, diverse learners, and students' social and emotional learning.
Authors:
Law Tsun Hin, The University of Hong Kong, Hong Kong
About the Presenter(s)
General Interest: Community Development, Educational Games, Learning Motivation, Project-based learning
Connect on Linkedin
https://www.linkedin.com/in/tsun-hin-law-418958216/
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