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This dissertation explores how smart city strategies are being used in Macau, focusing on what everyday citizens think about them. It explores both the positive aspects and the problems with how these policies are being put into action. While the Macau government has introduced several digital services. For example, the Macau One Account, electronic payments, and smart transport systems. There are many people who feel there’s a gap between technology and how well it actually includes everyone. The research is based on a close look at government plans (like the Macau SAR Five- Year Plan 2016–2020) and interviews with people from different age groups. Using a method of analyzing themes in the data, the study found that younger and middle- aged people generally find these tools useful and convenient. However, older adults often struggle because they aren’t as comfortable with smart city services and don’t get enough support. Also, even though the government says it welcomes public input, most people said they weren’t really involved in decisions, showing that the process is mostly top-down. The study points out some big challenges, like digital inequality, lack of public participation, and a mismatch between what policies aim for and what people actually need in daily life. It suggests making smart city planning more inclusive by offering digital tools in multiple languages, involving citizens in budgeting decisions, and providing digital training for those who need it. Overall, it argues that smart city development should focus more on fairness, access, and building public trust to truly improve urban life in a lasting and meaningful way.

The essence of education, which is 'to foster goodness and rectify the lost,' profoundly reveals that it is about promoting students' strengths and compensating for their shortcomings. The core concept of inclusive education follows this vein, emphasizing acceptance and integration to ensure that every student can learn and grow in the same educational environment, and providing the most appropriate teaching based on the characteristics of the students. However, teachers face many challenges in implementing inclusive education, including a lack of professional knowledge, scarce resources, etc. This study conducted in-depth interviews with frontline teachers in Macau, collecting views on inclusive education from teachers who have never received inclusive education training and those who have received different types of training, elucidating the difficulties they encounter in teaching practice, and their views on the existing training system, in order to further improve teacher training in inclusive education. The results show that most teachers have a positive attitude towards inclusive education and agree with its concept and value, but teachers who have never received and those who have received professional inclusive education training still face many difficulties in actual teaching. Therefore, teachers have expressed the need for inclusive education training to better cope with the challenges in inclusive education. Based on the interview results, two specific suggestions were made for the current inclusive education training: one is to increase targeted short-term training courses and establish a feedback mechanism; the other is to enhance the localization of the curriculum to make the training content more in line with Macau's educational environment and actual needs. This study aims to propose specific plans to optimize inclusive education training by analyzing teachers' actual needs and suggestions, in the hope of enhancing teachers' professional competence and further promoting the development and practice of inclusive education. “教也者，長善而救其失者也”，深刻揭示教育的本質，即發揚學生的優點並彌補其不足。融合教育的核心理念與此一脈相承，強調通過接納與共融，確保每位學生都能在同一教育環境中共同學習與成長，並根據其特質提供最適合的教學。然而，教師在實施融合教育的過程中面臨諸多挑戰，包括專業知識不足、資源匱乏等問題。本研究通過對澳門前線教師進行深度訪談，收集未曾接受融合教育培訓和接受不同融合教育培訓的教師對融合教育的看法、闡述其在教學實踐中遇到的困難，以及對現有培訓體系的看法，以期能夠進一步完善融合教育的師資培訓。 研究結果顯示，大部分教師對融合教育持正面態度，認同其理念與價值，但未曾接受和已接受融合教育培訓的教師，在實際教學中仍面臨諸多困難。因此，教師表達對融合教育培訓的需求，以更好地應對融合教育中的挑戰。 基於訪談的結果，對現行的融合教育培訓提出兩方面的具體建議：一是增加具針對性的短期培訓課程，並建立反饋機制；二是加強課程的本土化，使培訓內容更貼合澳門的教育環境與實際需求。 本研究旨在通過分析教師的實際需求與建議，提出優化融合教育培訓的具體方案，以期能夠提升教師的專業素養，並進一步推動融合教育的發展與實踐。

Road dust contains a variety of heavy metals and is a widely used indicator for monitoring pollution and assessing environmental and health risks in urban ecosystems. In this study, road dust was collected from 8 representative areas in Macao. The spatial distribution of heavy metal content in road dust in Macao was determined by extracting the heavy metal content in each sample. Heavy metals in road dust are mainly found on busy roads, and the production of these heavy metals mainly comes from the particles worn off in the work of transportation vehicles, such as tires, brake pads, road dust, and emissions from exhaust pipes, These heavy metal particles scattered on the road will remain on the road surface for a long period and cause environmental pollution. This sampling was also collected when there was no rainfall in Macao for more than 7 days, which also ensured that the heavy metal content in road dust distributed in time and space was as close to accurate data as possible. At the same time, in this collection of road dust regulations, the sampling is strictly followed by recording the area, traffic flow, weather, humidity, and other factors. The addition of a large statistical analysis of variables helped to correlate the elements studied with several local sources of pollution: from local industrial plants and related activities, pavement modifications, power plants, road traffic, and the resuspension of particulate matter (RPM). Our findings suggest that combining chemical and isotopic monitoring of road dust may help implement more effective environmental management measures to reduce its adverse effects on ecosystems and human health. This study analyzed the temporal and spatial distribution of heavy metals in road dust from different locations in Macao, revealing the current situation of heavy metal pollution and its potential threat to human health. The results show that heavy metals primarily originated from human activities such as transportation emissions, industrial activities, and road construction. Through detailed analysis of the sampling points in G 1-G8, it was found that the concentration of heavy metals varied significantly in different areas, especially in areas with heavy traffic flow, in which the heavy metal content was generally higher.

With the cross development of neuroscience and artificial intelligence, the bio signal-based environmental adaptive technology has become a research frontier in the field of smart home. In this paper, we propose a smart aromatherapy machine system that can combine brainwave (EEG) monitoring and AI-driven, aiming to achieve dynamic optimisation of the home environment through real-time EEG signal analysis. The study first builds a multimodal data acquisition module to extract the characteristic frequency bands such as α-wave and β-wave to identify the user's relaxation, concentration or fatigue state. Secondly, a lightweight deep learning model is designed to classify EEG signals in real-time and ensure low-latency interaction through edge computing architecture. The system dynamically regulates the aromatherapy machine based on the classification results. Users can self-select a theme in the system according to their preferences or emotions, and then the aromatherapy device releases the corresponding aroma according to the selected theme to help the user fall asleep more easily. During sleep, the system continuously tracks the user's sleep dynamics through an integrated sleep monitoring application, which transmits the data to the device. At the same time, the system collects and analyses detailed data on sleep quality, dream activity and scent adjustment to generate a comprehensive report that is sent to the user's smartphone. This innovative design not only enhances the user experience, but also provides a scientific basis for assessing individual sleep conditions. Current research shows that aromatherapy has a positive effect on improving sleep quality and relieving anxiety symptoms. However, there is still a lack of research on the dynamic adjustment of fragrance based on real-time sleep data. This study aims to fill this gap by developing a system that enables personalised fragrance release based on user preferences and real-time sleep monitoring data, providing users with an unprecedented sleep experience.

This study investigates the key challenges and success factors influencing collaborative partnerships for social innovation in Cambodia, aiming to develop an effective partnership model tailored to the local context. Employing a mixed-methods approach, the research synthesizes findings from a survey of 109 organizations across various sectors—including private companies, government agencies, NGOs, and academic institutions—and an extensive review of relevant literature. The study identifies critical obstacles such as trust deficits, communication breakdowns, resource constraints, organizational misalignments, and cultural differences that impede effective collaboration. Conversely, it highlights essential success elements, including open communication, shared goals, mutual trust, clear roles, ongoing engagement, and capacity building. The findings suggest that addressing systemic barriers while fostering trust and shared understanding are vital for sustainable social innovation in Cambodia. Based on these insights, the research proposes a practical collaborative partnership model emphasizing transparency, joint planning, flexibility, and stakeholder empowerment. The study contributes valuable theoretical frameworks and actionable strategies for practitioners, policymakers, and scholars seeking to enhance social innovation through effective collaboration in Cambodia and similar developing contexts.

Against the backdrop of the current rapid social and economic development, the scope and duration of urban women's travel activities have expanded significantly. Consequently, personal safety issues, especially violent incidents encountered during travel, have become increasingly prominent. This study focuses on the field of UI design, specifically the development of applications for women's safety, aiming to address the crucial issue of how to customize applications to meet women's safety needs. Although various safety applications already exist in the market, those specifically designed for women are scarce. To this end, we employed a quantitative research method, conducting an in-depth exploration of urban women aged between 18 and 65 through questionnaires, case analyses, and literature reviews. This research aims to design a mobile application specifically targeting urban women aged 18 to 65, with the goal of enhancing their safety and autonomy during travel. The main objective of the study is to use technological means to assist women's travel safety, while emphasizing that technological solutions should be part of a comprehensive approach that includes legal, educational, and other measures to improve women's sense of security. Through function optimization and intelligent design, a user-friendly and efficient interface will be created, enabling women to take immediate action and obtain necessary help and support when facing potential threats. Future work will focus on function optimization and intelligence enhancement, establishing a user feedback loop, and conducting long-term follow-up research, in order to continuously improve and refine the application and further safeguard women's travel safety.

This qualitative study explored the experiences of 15 Mental Health Professionals in Macau who interact with adults with intellectual disabilities (ID), aiming to understand how these interactions shape perceptions, relationships, and service practices. Using a phenomenological approach, semi-structured interviews were conducted with professionals from government-funded NGOs, including social workers, therapists, and healthcare providers. Data were analysed through thematic analysis, yielding seven key themes: (1) New perception of Service Users with ID (e.g., shifting from deficit-based to strength-based perceptions), (2) bidirectional personal transformations in professionals (e.g., increased patience, resilience, irritable), (3) Relationship Dynamics and Emotional Connections (e.g., familial, collegial, or mentor-like relationships), (4) A professional core service share by the perceived role (5) development of best practices emphasizing rapport and knee observations, (6) creation of safe worry-free spaces fostering mutual emotional support, (7) and Needs to be fulfilled in aging services, learning and community integration. Practical implications highlight the need for the addition of course structures related to people with intellectual disabilities in relevant occupational college courses, expanded staffing ratios, and policy reforms to address care gaps related to aging. By revealing the mutual influence of professional service-user relationships, where interactions foster staff growth and client empowerment, this study contributes to the global discussion on disability support, while providing actionable recommendations for Macau’s upcoming Ten-Year Rehabilitation Plan in 2026-2036. The findings hold value for policymakers, service providers, and educators seeking strategies to enhance workforce well-being and service quality in intellectual disability service.

This study aims to explore the effectiveness of mind mapping instruction on Primary 4 students’ Chinese reading ability. Using a pre-and post-test quasi-experimental design with a control group, two classes of fourth-grade students from a girls' school in Macao participated in the study, with one class as the experimental group (n = 25) receiving mind mapping reading instruction, and the other as the control group (n = 16) receiving general reading instruction. Both groups received instruction for about four weeks, with approximately three sessions per week for a total of 11 sessions of 40 minutes each (i.e., 440 minutes in total). The first five sessions focused on narrative texts, and the next five sessions focused on expository texts, with the last session as a summary session. Both groups took the pre-tests using the narrative text from PIRLS (2021) and the expository text from the A3 version of the Reading Comprehension Growth Test, and the post-tests using the narrative text from PIRLS (2016) and the expository text from the A2 version of the Reading Comprehension Growth Test. The experimental group also completed the form regarding their post-instruction feedback for mind mapping instruction. Mann-Whitney tests found that general reading instruction did not significantly improve Grade 4 students’ Chinese reading ability, whereas mind mapping instruction significantly improved Grade 4 students’ Chinese reading ability, with moderate effect sizes (rank-biserial correlation of 0.70 [narrative text] and 0.57 [expository text]). Multiple regression analysis showed that the experimental group scored 0.11-unit higher on the post-test scores of narrative text reading than the control group after controlling their pre-test scores on narrative text reading; the experimental group scored 0.13-unit higher on the post-test scores of expository text reading than the control group after controlling their pre-test scores on expository text reading. In addition, 19 (76%) students in the experimental group gave positive feedback for the mind mapping reading instruction. Recommendations for Chinese teachers, schools’ initiatives at advancing reading instruction, and the government’s endeavor at teacher training related to mind mapping instruction. Limitations of the current study and future research directions were also discussed. 本研究者旨在探究心智圖教學對提升小學四年級學生中文閱讀能力的成效。採用有對照組的前後測準實驗研究設計，選取澳門某女校四年級兩個班級的學生作為研究對象，一個班級作為實驗組（n = 25）接受心智圖閱讀教學，另一個班級作為對照組（n = 16）接受一般閱讀教學。兩組均接受為期大約4週的教學，每週大約3節課，共11節，每節課40分鐘，總共440分鐘;首5節進行記敘文教學，後5節進行說明文教學，最段1節進行教學總結。兩組在接受相應的閱讀教學前，均接受了PIRLS（2021）的文藝性文章和《閱讀理解成長測驗》A3版本的說明文閱讀測驗;在完成教學後，均接受了PIRLS（2016）的文藝性文章和《閱讀理解成長測驗》A2版本的說明文閱讀測驗。實驗組在完成心智圖教學後也填寫了《對心智圖教學的反饋問卷》。Mann-Whitney檢驗發現，一般閱讀教學沒有顯著提升四年級學生中文閱讀能力；心智圖閱讀教學顯著提升四年級學生中文閱讀能力，效應值達到中等程度（rank-biserial correlation為0.70[記敘文]和0.57[說明文]）。多重回歸分析表明，控制了記敘文閱讀前測分數之後，接受心智圖閱讀教學的學生在記敘文後測分數上會比接受一般閱讀教學的學生高0.11個單位；控制了說明文閱讀前測分數之後，接受心智圖教學的學生在說明文後測分數上會比接受一般閱讀教學的學生高0.13個單位。此外，19名（76%）接受心智圖教學的學生對心智圖教學給出正向的反饋，認為心智圖能幫助她們提升閱讀能力、分析和統整文章內容、歸納文章重點、增強對文章的記憶，以及提升閱讀的趣味性。研究者針對中文老師、學校閱讀教學的推動以及政府在心智圖教學培訓方面，提出相應的建議；對本研究的不足之處和未來研究的方向也給出了建議。

With the rapid development of the food delivery industry, the burden of single-use packaging on the environment has become increasingly severe, highlighting the need for sustainable and eco-friendly alternatives. This paper proposes an innovative solution based on interactive product design for organic packaging, integrating organic takeaway boxes with a mobile app platform to enable the repeated use of personal organic food containers. This study explores the selection of organic packaging materials, product structural design, app functionality planning, and the construction of the courier-based recycling process. Through prototype design, user research, and data analysis, the feasibility and environmental benefits of this solution are demonstrated. The research findings provide a new design perspective for the circular economy in food packaging, contributing to the promotion of green consumption and sustainable development.

Mangrove resilience to anoxic conditions primarily occurs through adaptations in their root systems. Notably, increased root growth of existing pneumatophores in response to plastic suffocation has been observed in mangroves and can serve as a proxy to assess tree stress. The objective of this study is to determine the impact of varying levels of microplastic pollution on the morphological characteristics of mangrove plants. Fresh Kandelia obovata seedlings were collected from the Cotai Ecological Reserve, cultivated for 27 weeks, and subsequently exposed to polyethylene (PE) particles of 600 μm, 150 μm, and 13 μm in size at concentrations of 5% and 10% (w/w). The wet weight of the plant samples was measured at the beginning and end of the experiment, and morphological characteristics were recorded weekly. Morphological parameters including germination rate, number of leaves, root morphology, and survival rate, as well as environmental conditions (temperature and humidity), were evaluated to determine the influence of microplastic size, concentration, and environmental factors on plant development. Results indicate that smaller microplastics (13 μm) adversely affected the germination rate, leaf production, and survival of K. obovata. Furthermore, a higher concentration (10% w/w) of medium-sized microplastics (150 μm) led to a lower survival rate compared to the lower concentration group. These findings shows the negative impact of microplastic pollution on mangrove species and highlight the importance of addressing plastic contamination for effective mangrove conservation.

Macau’s rapid urban development has significantly altered its natural landscapes, leading to the degradation and fragmentation of wetland ecosystems. Although diminished in size, these urban wetlands continue to deliver vital ecological services and sustain a range of biodiversity. Conventional methods for biodiversity assessment are often labor-intensive and unsuitable for regular monitoring in urban environments. This study utilized environmental DNA (eDNA) metabarcoding as a non-invasive and effective approach to survey biodiversity in 2 coastal and 7 freshwater urban wetlands in Macau. Environmental DNA was extracted from water samples collected from these nine representative wetland sites and analyzed using metabarcoding techniques to detect fish species. Three genetic markers were targeted to enhance taxonomic resolution, which included COI (mlCOIintF/LoboR1, 313 bp), 12S (miFish-U, 170 bp) and 18S (V4, 400 bp). Bioinformatic pipelines were used to process sequencing data, identify taxa, and compute biodiversity indices, providing a comprehensive snapshot of aquatic biodiversity in Macau’s urban wetlands. A total of 90 fish species were detected, including native species, migrants, and invasive taxa. Beta diversity analysis shows site and season together explained 50% of the variation in community composition (PERMANOVA R² = 0.50, p = 0.001), shaped by environmental gradients and seasonal turnover. These results highlight eDNA metabarcoding as an effective tool for biodiversity monitoring in urban wetlands and emphasize the need to preserve habitat diversity and management strategies in Macau.

Macao, a densely urbanized region with limited freshwater resources, faces significant challenges in water security, relying on over 90% of raw water imports from the Mainland. This study investigates the quality of rainwater harvested from three representative rooftop types (blue metal, concrete, and green garden roofs) to establish a scientific basis for sustainable reuse. The research reveals distinct water quality patterns and first-flush effects across roof materials through field sampling and laboratory standard of parameters, including organic matter, turbidity, and nutrients. Key findings show that green roofs exhibit the highest pollutant concentrations (e.g., COD: 52.27 ± 26.00 mg/L and conductivity: 525.75 ± 203.60 μS/cm) due to vegetation decomposition and soil leaching. In contrast, blue steel tile roofs yield relatively cleaner runoff but with pronounced initial pollutant surges. Concrete roofs produce alkaline runoff (pH up to 8.63) due to cement mineral dissolution. Statistical analysis confirms conductivity and turbidity as robust predictors of dissolved pollutants, with significant correlations to other parameters, enabling rapid water quality assessment. The study further evaluates the first flush effect; recommendations include material-specific collection strategies, IoT-integrated smart monitoring systems, and policy incentives for green roof adoption to balance ecological benefits with water quality management. This research addresses critical gaps in Macao's rainwater management, providing a sustainable urban water resource optimization framework.

Teacher efficacy and resilience are critical factors influencing educational quality and student development. Teacher efficacy refers to teachers' beliefs in their capability to manage classrooms, implement instructional strategies, and engage students effectively. Resilience, on the other hand, denotes teachers' ability to adapt and respond positively to stress and challenges. This study aims to examine the current status of teacher efficacy and resilience among non-tertiary education teachers in Macao and to explore their differences and interrelations across various demographic variables. The target population comprised non-tertiary teaching staff in the 2024/2025 academic year. A questionnaire survey was conducted using the Teachers' Sense of Efficacy Scale （TSES） and the Connor-Davidson Resilience Scale （CD-RISC）, via the Tencent Questionnaire platform, with 125 valid responses collected from Macao non-tertiary teachers. Data analysis included descriptive statistics, independent sample t-tests, and one-way ANOVA to assess differences in teacher efficacy and resilience across demographic groups. Structural equation modeling was employed to test the predictive effect of resilience on teacher efficacy. In total, eleven demographic variables were collected, including gender, age, marital status, highest educational qualification, teacher training background, years of service (including the current academic year), school type, school size, main teaching level, primary job role, and religious belief. Given the focus and scope of the study, and with reference to commonly explored variables in related literature, gender, age, and years of service (including the current academic year) were selected for detailed analysis to examine differences in teacher efficacy and resilience. Other demographic variables were also subjected to preliminary statistical examination; however, the results did not show significant differences. Findings revealed a significant positive correlation between resilience and teacher efficacy, with resilience shown to be a significant predictor. While most background variables showed no significant impact, age was found to significantly affect teacher efficacy. This study provides empirical evidence on the connection between teacher efficacy and resilience in Macao's educational context, offering insights for the development of teacher support systems and professional growth strategies. 教師效能感與抗逆力對教育品質與學生發展具有關鍵影響。前者反映教師對自身教學能力的信念，影響其教學策略、班級經營與學生互動；後者則指教師面對壓力與挑戰時的適應與調節能力。本研究旨在探討澳門非高等教育教師的教師 效能感與抗逆力之現況，並分析不同背景變項下兩者之差異與關聯。 本研究以2024/2025學年非高等教育教學人員作研究對象，採用問卷調查法， 分別運用「教師效能感量表」（TSES）與「抗逆力量表」（CD-RISC）在「騰訊問 卷」平台進行線上問卷調查，對125名澳門非高等教育教師進行測量。數據分析方面，除採用描述性統計外，亦運用獨立樣本T 檢驗與單因子變異數分析，探討 背景變項在教師效能感與抗逆力上的差異；並透過結構方程模型進一步檢驗抗逆力對教師效能感的預測作用。 本研究共蒐集十一項背景變項，包括性別、年齡、婚姻狀況、最高學歷、師資培訓背景、服務年資（含本學年）、學校類別、學校規模、主要任教階段、主 要擔任職務及宗教信仰。考量到篇幅安排及研究焦點在於教師效能感與抗逆力的關係上，參照文獻中較常探討之變項，本研究選擇針對性別、年齡與服務年資（含 本學年）進行詳細分析，作為探討教師效能感與抗逆力差異情形之依據。其餘背景變項亦曾進行初步統計檢視，惟分析結果未呈現顯著差異。 研究結果顯示，大部分背景變項對教師效能感與抗逆力皆無顯著影響，惟年齡對教師效能感具有顯著差異。教師抗逆力與教師效能感之關係呈正相關，且抗逆力具預測效能感之作用。 本研究藉了解澳門教師效能感與抗逆力之間的關聯，為澳門教育環境下教師支持系統與專業發展策略提供參考。

This study explores the changes in the parent-child interaction experience of different types of parents (single parents and two parents) before, during and after the epidemic. The study adopted qualitative research methods and conducted in-depth interviews with 10 families (5 single-parent families and 5 two-parent families), and analyzed from three levels: educational support, interaction model and emotional support.Research has found that the epidemic has not only changed families' lifestyles, but also affected the pattern and quality of parent-child interaction.Especially during the shutdown of work and school, the time parents spend with their children has increased sharply from the original 2-3 hours to 12-14 hours.This abnormal lifestyle has brought unprecedented challenges and opportunities to the parent-child relationship. The research results show that 14 important themes emerged from the interviews, and there are significant differences between single-parent parents and dual-parent parents in facing the impact of the epidemic.In terms of educational support, two-parent families can provide more comprehensive educational support through the division of labor and cooperation between parents.The father is mostly responsible for tutoring in math and science subjects, while the mother focuses on tutoring in Chinese subjects.In contrast, although single parents face resource constraints, they are often able to develop more innovative educational strategies, such as making good use of community resources and establishing mutual aid networks.In terms of interaction patterns, two-parent families tend to optimize the quality of interaction through role division, while single-parent families focus more on improving the effect of a single interaction.At the level of emotional support, the support methods of two-parent families have experienced a transformation from division of labor and collaboration to overall integration, while single-parent families have developed more direct and in-depth emotional connection strategies. Research has found that both single-parent and two-parent families can maintain the development of parent-child relationships through different strategies and adaptations. Some good interactive habits formed during the epidemic, such as regular in-depth conversations and joint participation in housework, are still retained and developed by many families after the epidemic.This suggests that crises may also be an opportunity to promote the optimization of family relationships.The research results not only help understand the unique needs of different types of families, but also provide an empirical basis for formulating differentiated family support policies.Based on the research findings, it is recommended that the government and social service agencies should pay more attention to the diversity of families when formulating policies and provide more targeted support services for different types of families. 本研究探討疫情前中後不同類型家長（單親及雙親）的親子互動體驗變化。研究採用質性研究方法，通過深度訪談10個家庭（5個單親家庭和5個雙親家庭），從教育支援、互動模式和情感支援三個層面進行分析。研究發現，疫情不僅改變了家庭的生活方式，更影響了親子互動的模式和品質。尢其是在停工停學期間，家長和子女的相處時間從原來的2-3小時急增至12-14小時，這種非常態的生活方式為親子關係帶來了前所未有的挑戰和機遇。 研究結果顯示，在訪談中得出14個重要主題，單親家長和雙親家長在面對疫情衝擊時呈現出顯著差異。在教育支援方面，雙親家庭能夠通過父母分工合作的方式提供更全面的教育支援，父親多負責數理科目輔導，母親則專注於語文學科輔導。相比之下，單親家長雖然面臨資源限制，但往往能發展出更具創新性的教育策略，如善用社區資源、建立互助網絡等。在互動模式方面，雙親家庭傾向於通過角色分工來優化互動質量，而單親家庭則更注重提升單次互動的效果。在情感支援層面，雙親家庭的支援方式經歷了從分工協作到整體融合的轉變，而單親家庭則發展出更直接和深入的情感連結策略。 研究發現，無論是單親還是雙親家庭，都能通過不同的策略和適應方式維持親子關係的發展。疫情期間形成的一些良好互動習慣，如定期深度對話、共同參與家務等，在疫情後仍被許多家庭保留和發展。這表明危機也可能成為推動家庭關係優化的契機。研究結果不僅有助於理解不同類型家庭的獨特需求，也為制定差異化的家庭支援政策提供了實證基礎。基於研究發現，建議政府和社會服務機構在制定政策時應更加注重家庭的多樣性，為不同類型的家庭提供更有針對性的支援服務。

Language delay is an important issue that affects the early communication and learning abilities of young children. In recent years, there has been a great deal of interest in the family-centered intervention model, which emphasizes the teaching of Responsive Interaction Strategies to parents in order to optimize the family language environment. The purpose of this study is to investigate the effectiveness of this model of intervention for children with language delays and to understand the factors that contribute to their language progress. This study adopted a Mixed Methods Research Design, which combined quantitative experiments with qualitative interviews to analyze the effectiveness of the intervention and parents' perceptions of the family-centered model. The study was conducted with 10 children with speech and language delays aged between 2 and 3 years old. The subjects were randomly divided into experimental and control groups, and received the family-centered ""responsive interaction"" technique and the clinician-directed approach ""direct instruction"" respectively. The 12-week study consisted of a pre-test, an intervention period and a post-test. The quantitative study was conducted using the long version of the Macao contonese language screening scale for preschool children (MacCLASS-P), together with the Chinese Child Development Inventory(Cantonese version) to standardize the children's language comprehension and expression skills. Both the experimental and control groups received weekly 45-minute interventions during the intervention period, with the experimental group receiving a family-centered “responsive interaction” technique, where the therapist taught the parents the relevant skills and provided them with opportunities for practice, and the control group receiving clinician-directed approach ""direct instruction"". The control group received the clinician-directed approach ""direct instruction"". The qualitative study involved semi-structured interviews with the parents of the experimental group to investigate the experience of using the techniques and the changes in their children's language. The quantitative results showed that the experimental group made significantly more progress than the control group in overall language comprehension and expressive skills, but did not achieve significant differences in grammatical comprehension and pragmatics. The qualitative data further reflected that parents generally recognized the usefulness of the “responsive interaction” skills in facilitating children's progress from single words to complete sentences. In conclusion, this study demonstrated that the family-centered “responsive interaction” intervention model was effective in improving the language comprehension and expression of children with language delays, and that parental involvement strengthened the children's categorization and motivation in language learning. 語言發展遲緩是影響幼兒早期溝通與學習能力的重要議題，近年來，以家庭為中心的介入模式備受關注，強調透過教導家長「回應式互動」技巧（Responsive Interaction Strategies）來優化家庭語言環境。本研究旨在探討此模式對語言遲緩幼兒的介入成效，並了解造成其語言能力進步的因素。 本研究採用混合方法研究設計（Mixed Methods Research Design），將量化實驗與質性訪談相結合，以分析介入效果及家長對以家庭為中心模式的看法。本次研究對象為十名年齡介乎2至3歲的語言遲緩幼兒。受試者隨機分為實驗組及控制組，分別接受以家庭為中心的「回應式互動」技巧和以治療師主導的「直接教學法」介入。共十二週的研究包含前測、介入期與後測三部分。 量化研究採用《澳門粵語學前語言篩查測驗》長版，並配合《漢語溝通發展量表（廣東話版）》對幼兒語言理解和表達能力作標準化測量。實驗組及控制組幼兒在介入期均接受每週45分鐘介入，其中實驗組接受以治療師為主導的「直接教學法」並結合以家庭為中心的「回應式互動」技巧介入，治療師在堂上教授家長相關技巧和給予實踐機會；而控制組則接受以治療師為主導的「直接教學法」。質性研究則針對實驗組家長進行半結構式訪談，探討技巧應用經驗與幼兒語言變化。 從量化結果顯示，實驗組在整體的語言理解和表達能力的進步幅度皆顯著優於控制組，惟語法理解和語用並未達至顯著差異。質性資料則進一步反映家長普遍認同技巧實用性，促進幼兒從單詞進階至完整句子表達。 綜合而言，本研究證實以家庭為中心的「回應式互動」介入模式能有效提升語言遲緩幼兒的語言理解和表達能力，且家長參與強化了幼兒在語言學習的類化與積極性。

This study took 14 students with mild intellectual disabilities from a special education class in a Macao school as the research objects. Using the comparative method of experimental group and control group, it explored the influence of adaptive physical education fitness courses on the motor skills of special education students. The experimental group received a 12-week adaptive physical education fitness course, while the control group carried out traditional physical education teaching. The study adopted the motor skills assessment scale compiled by Liu Yijun to conduct pre-tests and post-tests on the two groups of students, and used SPSS software for statistical analysis. The results showed that the adaptive physical education fitness course had significant effects on improving most physical fitness and motor ability indicators of special education students. The experimental group showed significant differences (p<0.05) in the pre-test and post-test scores of 11 indicators, including BMI, sit-and-reach, one-minute knee flexion sit-ups, two-minute step test, etc. The traditional course only showed significant effects in the standing long jump project, and the differences in other indicators between the pre-test and post-test did not reach the statistical significance level. In addition, the experimental group was significantly better than the control group in the total manipulative movements and throwing indicators (p<0.05). The study indicates that adaptive physical education fitness courses can effectively improve the physical fitness and motor skills of special education students. Based on this, it is suggested to increase the class hours of healthy physical fitness, expand opportunities for diversified sports participation, integrate technological elements into innovative teaching methods, and incorporate interdisciplinary integration into daily teaching, providing new ideas and practical directions for physical education teaching in special education. 本研究以澳門某學校特殊教育班的 14 名輕度智能障礙學生為研究對象，採用實驗組與控制組對比的研究方法，探討適應體育體適能課程對特殊教育學生動作技能的影響。實驗組接受為期 12 週的適應體育體適能課程，控制組則進行傳統體育教學。研究採用劉怡君編制的動作技能評估量表，對兩組學生進行前測與後測，並運用 SPSS 軟體進行統計分析。 結果顯示：適應體育體適能課程在改善特殊教育學生的多數體適能和動作能力指標上具有顯著成效。實驗組在 BMI、坐姿體前屈、一分鐘屈膝仰臥起坐、兩分鐘登台階等 11 項指標上前後測分數差異顯著（p<0.05）。而傳統課程僅在立定跳遠項目上呈現顯著效果，其餘指標前後測差異均未達統計學顯著水準。此外，實驗組在操縱性動作總量與投擲指標上明顯優於對照組（p<0.05）。 研究表明，適應體育體適能課程能夠有效提升特殊教育學生的身體素質和動作技能。據此建議：增加健康體適能課時、拓展多元運動參與機會、創新教學方法融入科技元素以及跨學科融合滲透日常教學，為特殊教育體育教學提供了新的思路和實踐方向。

In Macau, inclusive students refer to students with special educational needs who can receive education alongside their peers in regular classes with minimal special education support. With the advancement of inclusive education policies, an increasing number of students with special educational needs are placed in regular classrooms. However, whether parents are willing to transition their children from regular students to inclusive students plays a key role in the practice of inclusive education. This study aims to explore the experiences and feelings of parents at a Catholic primary school in Macau during the process of their children transitioning from regular to inclusive students. The research questions include: What is the psychological journey of parents during the transition of their children from regular to inclusive students? What factors facilitate or hinder parental decision-making? What are parents’ feelings and thoughts after their children became inclusive students? The researcher employed a qualitative research method using semi-structured one-on-one interviews with six parents (all mothers) and analyzed the interview data using grounded theory. The findings reveal that parents' psychological journey involves a dynamic shift from recognizing their children's difficulties, experiencing doubt and resistance, to accepting assessment and identity confirmation. The decision-making process is influenced by multiple factors, including family support, support from teachers or professionals, the ‘inclusive student’ label, and public information about inclusive education. The study also found that parents generally found that their children's academic performance improved after becoming inclusive students, and that the family atmosphere became more harmonious than before. However, they also had concerns about their children's social skills and future transition to secondary school after becoming inclusive students. They hope that schools and educational authorities can provide more publicity, resources, and support to better implement inclusive education, such as enhancing teacher professional training, offering educational resources, and improving public understanding of inclusive education and inclusive students. Overall, despite the challenges of the transition process, parents demonstrate their own adaptation and growth throughout this journey. 在澳門融合生是指只需要小量的特殊教育支持就能在普通班與同班同學一 起接受教育的有特殊教育需要的學生。隨著融合教育政策的推進，越來越多有特 殊教育需要的學生被安置於普通班中。然而，家長是否願意讓子女由普通生轉為 融合生，是融合教育實踐中的關鍵環節。本研究旨在探討澳門某天主教小學家長 在子女由普通生轉為融合生過程中的經歷與感受。研究問題包括：將子女從普通 生轉為融合生的過程中，家長的心理歷程是怎樣的？有哪些因素會促進或阻礙家 長的決策？將子女從普通生轉為融合生之後，家長的感受和想法是怎樣的？研究 者採用半結構化一對一訪談的質性研究方法對六位家長（均為母親）進行深入訪 談，並採用扎根理論進行訪談數據分析。研究發現家長的心理歷程經歷了從覺察 子女的困難、懷疑與抗拒，到接受評估與身份確認的動態轉變。決策過程受多重 因素影響，包括家庭支持、教師或專業人員的支持、“融合生”標籤、融合教育 的公共資訊等。研究也發現，家長在子女成為融合生後普遍認為子女的成績有所 進步，家庭氣氛比以往更加和諧，但同時對子女的社交能力和未來升中學的問題 有擔憂。她們普遍希望學校及教育當局能提供更多宣傳、資源和支持，以更好地 實施融合教育，例如提升教師專業培訓、加強輔助教學資源、提升公眾對融合教 育和融合生的正確認識。整體而言，儘管轉變過程充滿挑戰，但家長在這個過程 中呈現了自身的適應與成長。

Objectives: Appropriate support services have an important impact on inclusive students. If there is sufficient and appropriate support in school, it will help improve the learning, social interaction and social adaptation of inclusive students. The Macau SAR government has proposed to promote school-based therapy services in the future. This policy will help improve the appropriateness of school support for inclusive students. Language is the basis of learning, so the implementation of school-based speech language therapy services will inevitably help support the learning needs of inclusive students with language disorders in school. However, a deeper understanding of the current situation is needed in order to formulate an appropriate implementation plan. This study aims to understand the current front-line primary school teachers' understanding of the work of speech language therapists, characteristics of related impairments, difficulties in implementation, suggestions for school-based speech language therapy, so as to serve as reference information for future implementation plans. Method: This study conducted semi-structured interviews with 8 current primary school teachers from inclusive schools with different backgrounds. The interviews were recorded in the form of audio recordings, transcribed verbatim, and then coded and organized according to the research questions. Combined with the support of literature review, implementation suggestions were given for the school-based speech language therapy. Conclusion and limitations: The results show that teachers who studied special education and educational psychology have a higher understanding of the scope of speech language therapy than teachers who studied general education. Most teachers believe that the work scope of speech language therapists is mainly in oral expression, communication skills, and articulation correction. The interviewees all pointed out that there is currently no communication channel and direct contact point between teachers and speech therapists. The current difficulties related to speech language therapy include multiple aspects: teachers, parents and policies, such as teachers' lack of understanding of related impairments, low social acceptance, and lack of transparency of school information. The study also summarized government policies, school resources, environment and other factors that affect the effectiveness of speech language therapy, including evaluation process and waiting time for the evaluation, school support for government policies, parents and teachers' understanding and acceptance of speech language therapy, etc. The interviewees all agreed that there is a need to provide school-based speech language therapy services to solve the current difficulties in implementation, and also provided a number of implementation suggestions as a reference for the Macau SAR government in implementing relevant policies. However, the number of respondents was small, and it is suggested that a larger-scale study should be conducted. In addition to considering the number of samples, different stakeholders should also be included as respondents to formulate a well-balanced implementation guideline for promoting school-based treatment services from a more neutral perspective, so as to improve the teaching quality of students with special learning needs. 目的：合適的支援服務對融合生有著重要的影響，若在校內有足夠且適宜的支援，有助提升融合生的學習、社交、以及其適應社會的能力；澳門特區政府提出未來致力於推行校本治療服務，此政策有助提升在校支援對融合生的適切性；其中語言為學習的基礎，故校本語言治療服務的推行必然有助支援伴隨語言障礙融合生校內之學習需要。然而，在推行前需要對現況有更深入的了解，以便制定合宜的落實方案，是次研究旨在了解目前前線教師對語言治療師工作的認識、對相關障礙的了解、與語言治療相關的支援及溝通、實行上面對的困境、對校本語言治療的想法及推行建議，以作為日後推行計劃的參考資訊。 方法：是次研究透過與 8位不同背景現職融合學校小學教師進行半結構性訪談，訪談以錄音形式記錄，以逐字稿形式轉錄後，再根據探研究問題進行編碼及整理，結合了文獻回顧的支持，為日後落實校本語言治療給予落實建議。 結論及限制：結果顯示修讀特殊教育系、教育心理學系的教師對語言治療工作範疇的認識較修讀一般教育系的教師為高；大部分教師認為語言治療師的工作範疇主要在口語表達、溝通能力，以及構音糾正等面向，可見對語言治療師工作了解不透徹；受訪者均指出現時教師與語言治療師處於零溝通、零接觸的狀況，現時與語言治療相關的困境包括多個面向：教師、家長及政策，例如教師對相關的障礙認識不足、社會接納度低、校內資訊不透明等；研究亦歸納了政府政策、校內資源、環境等多項影響語言治療成效的因素，包括評估流程及輪候時長、校方對政府政策的支持度、家長及教師對語言治療的認識及接受程度等；受訪教師均一致認為有需要提供校本語言治療服務，以解決現時實行上的困境，亦對推行校本語言治療服務提供多項落實建議，以作為澳門特區政府在推行相關政策的參考資料；然而是次受訪人數太少，建議進行更大型的研究，除了人數的考量，亦可加入不同持份者作為受訪對象，以更中立的角度研判並平衡各持份者對推行校本治療服務的實施方針，以提升有特殊學習需要學生的教學品質。

本研究採用質性研究法，旨在探討澳門教育碩士二年級學生的學習體驗、影響學習體驗的主要因素、學習過程中所面對的挑戰與困難，以及學生對課程優化的建議與期望。研究透過半結構式深度訪談十位教育碩士生，並加以整理與分析，以深入回應研究問題並歸納研究結論。研究結果顯示： （一）受訪學生普遍肯定課程對其專業知識和實務能力的提升作用，但指出理論與實踐之間存在明顯落差，特別是在統計分析與研究方法教學方面的支援不足。此外，積極的師生互動與同儕合作有助提升學習動機與成效，惟小組合作中常見的角色衝突、任務分配不均及教師指導不足等情況亦對學習體驗造成負面影響。 （二）影響學生學習體驗的關鍵因素包括：師資專業素質、院校資源配套、同儕互動質量及時間管理壓力。教師教學策略與專業水準對學習成效有直接影響，學生偏好案例導向與互動性強的教學形式。而院校資源方面，如數據庫使用受限、設施老化等問題亦限制了學生的學術發展。在職學生則面臨工作與學業角色衝突，影響學習的持續性與專注度。 （三）受訪學生普遍面臨理論與實踐銜接困難、學術能力落差、時間壓力與團隊協作挑戰等問題。跨專業學生對學術論文與與研究設計的掌握不足，需要更有系統的研究方法訓練。隨機分組亦導致成員能力不均，降低了合作效率。部份學生在資源使用與情緒管理方面亦顯得較為薄弱，進一步削弱其學習投入。課程定位與職業發展期望之間的落差對學習動機構成不利影響。 （四）學生建議課程可加強案例教學與實踐機會，增設研究方法進階訓練，並優化評價設計。採用更多元的評估形式。同時，應明確學術型與專業型課程的培訓目標，建立清晰的課程命名與專業認證制度，以提高學歷認受性及學生未來的就業競爭力。 最後，根據研究結果，本文提出若干針對澳門教育碩士課程之優化建議。並指出未來可延伸之研究方向，以持續深化對本澳教育碩士學習體驗的理解與關注。 This study adopted a qualitative research approach to explore the learning experiences of second-year Master of Education students in Macao. It investigated the factors that influenced their learning experiences, the challenges and difficulties encountered during their studies, and their expectations for curriculum improvement. Through semi-structured in-depth interviews with ten Master of Education students, the collected data was organized and analyzed to thoroughly address the research questions and summarize the research findings. The results indicate that: 1. Findings indicated that while participants generally affirmed the programme’s contribution to enhancing their professional knowledge and practical skills, they also identified a clear imbalance between theoretical instruction and practical application, particularly in the area of statistical analysis and research methodology. Positive student-teacher interactions and peer collaboration were seen to support motivation and learning outcomes. However, issues such as role conflict in group works, unequal task distribution, and insufficient teacher guidance negatively impacted their overall experience. 2. Key factors influencing students’ learning experiences included teacher quality, institutional support, peer relationships, and stress related to time management. Teaching strategies and educator’s expertise were found to directly affect course quality, with participants favouring case-based and interactive teaching approaches. However, limited access to databases and outdated facilities were seen as barriers to academic development. Working students also faced a conflict of roles between their professional responsibilities and academic commitments, which hindered their ability to maintain engagement. 3. Challenges commonly reported included difficulties bridging theory and practice, gaps in academic preparedness, time pressures, and team collaboration issues. Cross-disciplinary students often lacked a strong foundation in academic writing and research design and expressed a need for more structured research training. Random group allocation was seen to reduce group effectiveness. Additionally, some participants demonstrated limited capacity for resource use and emotional regulation, and this affected their learning engagement. Misalignment between course orientation and career expectations was also a factor in the decline in motivation. 4. Participants recommended increasing opportunities for case-based learning and hands-on experience, as well as enhancing research training and diversifying assessment methods. They also suggested clearer distinctions between academic and professional degree pathways and the establishment of a standardised course naming and a professional accreditation framework to improve recognition and employment competitiveness. Based on the findings, this study proposed several recommendations for improving the Master of Education curriculum in Macao. Future research directions are also suggested that may deepen an understanding of and support the development of postgraduate learning experiences within the local context.

This study aims to investigate the current status of teaching difficulties and professional competencies among secondary school teachers working with students with special educational needs (SEN) in inclusive classrooms in Macao. It examines differences in teachers' teaching difficulties and professional competencies across various demographic variables. Furthermore, it explores the relationship between teachers' professional competencies and their teaching difficulties, as well as identifying the predictive factors influencing both aspects. A questionnaire survey method was employed, collecting 171 valid responses. Data analysis methods included descriptive statistics, independent samples t-tests, one-way ANOVA, Pearson correlation, and linear regression analysis. Key findings include: • Teachers reported a moderately low level of teaching difficulties related to inclusive education. • Teachers reported a moderately high level of professional competencies in inclusive education. • Significant differences in teaching difficulties were observed based on teachers' gender and participation in inclusive education training courses. • Significant differences in professional competencies were observed based on teachers' years of experience in inclusive education and their participation in inclusive education training courses, seminars and workshops. • A low negative correlation was found between teachers' teaching difficulties and their professional competencies. • Teachers' professional competencies significantly predict their teaching difficulties. • Gender significantly predicted teaching difficulties in inclusive education contexts. Based on these findings, relevant recommendations are provided. 本研究旨在瞭解澳⾨融合教育學校中學教師⾯對融合學⽣的教學困擾及融 合教育專業知能的現況與相關性，並分析不同背景變項下澳⾨中學教師的教學困 擾及融合教育專業知能之差異、融合教育專業知能對教學困擾的預測⼒，以及背 景因素對教學困擾的預測⼒。 本研究採⽤問卷調查法，回收有效問卷171份。問卷數據以描述性統計、獨 ⽴樣本T檢驗、單因⼦變異數分析、⽪爾遜積差相關、線性迴歸分析進⾏分析。 研究結果歸納如下： ⼀、 澳⾨中學教師融合教育教學困擾屬「中等偏低」程度。 ⼆、 澳⾨中學教師融合教育專業知能屬「中等偏⾼」程度。 三、 不同性別及融合教育課程進修的澳⾨中學教師融合教育教學困擾有顯著差 異。 四、 不同融合教育年資、融合教育課程進修及講座、⼯作坊參與的澳⾨中學教師 融合教育專業知能有顯著差異。 五、 澳⾨中學教師融合教育教學困擾與專業知能呈「低度負相關」。 六、 澳⾨中學教師的整體融合教育專業知能對融合教育教學困擾具微弱預測⼒。 七、 「性別」對融合教育教學困擾具微弱預測⼒。 本研究最後根據研究結果提出相關建議。