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Teaching methods are not enough in today's social environment. By studying the understanding and practice of innovative education by primary school teachers in Macao, we can find a direction to promoting educators' demand for educational innovation. This research aims to understand the attitudes of primary school teachers in Macao toward innovative education, as well as the feasibility and necessity of developing a creative curriculum, through in-depth interviews with the experiences and reactions of primary school teachers in Macao. Simultaneously, encourage primary school teachers in Macao to implement effective and innovative educational methods so that Macao society can rethink the importance of educational innovation. The significance of the research lies in improving teachers' awareness of educational innovation and promoting teachers' understanding of education. In education, innovation includes new teaching theories, methods, techniques, and resources. Therefore, the education innovation is to think about things creatively, and innovation is to do creative things. By interviewing eleven local primary school teachers in Macau, we learned their views on innovative education teaching methods. Although, a limitation of the study is that only a few faculty members were selected, which may not represent the entire primary teacher in Macau. The study draws four main conclusions, the first of which is the view of primary teacher in local education, it can know that Macao primary school teachers understanding and cognition of educational innovation. Though of understanding of Macau’s primary teacher’s attitude in innovation teaching, which can find the feasibility of innovation teaching in Macau. At the same time, understanding of the impact factor in Macau innovation education, it clarifies the main challenging of primary teacher practice innovation teaching in Macau. On the other hand, thought of understanding of teacher’s attitude, we can more understanding the real situation in Macau’s educational innovation and encourage the teacher promoted educational innovation in Macau
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Muslim community is one of the minority groups in Macau SAR China. Muslims are an interesting group in terms of research because of its diversity in respect to language, nationality, social status, and education level. Groups of people migrate for various reasons such as religion, politics, economy, and education. Individuals experience the age in between nineteen and twenty-four, which fall in the category of youth. Studies of Muslim youths have gained more attention in scholarship, statistical data, and research. The study seeks to understand Muslim students’ life and the needs of this minority group and explores how Muslim students perceive Islam and their own ability to cope with school related cultural pressures through qualitative, phenomenological approach, and focuses on exploring the common experiences of Muslim students in this city. This study used a conceptual framework based on critical race theory (CRT). We use in-depth interviews of five Muslim youth, ages between 19 and 24, to investigate their school life experiences and Islamic practices. We also administered questionnaires and field note to understand their social mobility, social capital and to gain a deeper understanding of their daily lives. A thematic analysis of the interview data produced the following themes: 1) Social mobility; 2) Social capital Relationship with friends; 3) Discrimination and micro-aggressions; and 4) Religion Identity. The study found that the Muslim status of the participants did not have a significant impact on their school experience, as they were able to find accommodation in their practice of religion and school life. However, the multiple identities of the participants as Macau citizens and their ethnic backgrounds did affect their social capital and sense of belonging. The study also examined the experiences of the participants within Macau society, including social factors such as racism. The results indicated that language and ethnicity were factors that hindered their integration into the community. In addition to the original themes, the analysis of the participants' stories in this research revealed two counter-narratives that challenge prevailing narratives. These counter-narratives include the deconstruction of oppressed Muslim women's narratives and the influence of local mainstream religious schooling on Muslim students' religious loyalty. These alternative narratives provide new insights into the lives of Muslim youths and challenge conventional stories. The findings of this study have important implications for educators, academics, and members of both Muslim and non-Muslim communities. By allowing youth to establish broader connections with society and increasing their motivation to participate in and contribute to the community, this study highlights the need for inclusive educational environments that support the diverse identities of students. Furthermore, the study provides young Muslims with a voice in society, empowering them to challenge dominant narratives and promote counter narratives that reflect their experiences and perspectives to meet critical race theory ethos of ongoing active struggle
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