First, upskill the existing workforce. This can be achieved by expanding retraining programmes, particularly those administered by the Employees Retraining Board (ERB). Recent research highlights the significant economic impact of employees with digital skills.

Third, redesign the ERB subsidy programme. To ensure committed talent is directed towards industry roles, we suggest shifting the subsidy focus from students to employers. This approach is more likely to achieve the board’s goal of facilitating employment.

In conclusion, all stakeholders in the digital economy, including the government, employers and employees, have a role to play in upskilling and retraining the current workforce. By providing opportunities for skill acquisition and collaborating effectively, we can prepare our workforce for the evolving job market. This will not only enhance individual careers but also contribute to Hong Kong’s overall economic growth.

Investing in equipping our people with the skills demanded by the digital economy will strengthen Hong Kong’s competitiveness on a global scale.

Sze Yan-ngai, founder and executive director, Hong Kong Game Industry Association

University students must use generative AI with care

It has been about a month since the start of the new academic year. While students are grappling with new knowledge, they are also dealing with new software pervasive in academic life – generative artificial intelligence (GenAI). While each university and school has its own approach to the use of GenAI, in general, there are three areas in which students need to be cautious while using it in assessments.

First and foremost, GenAI may provide fake or inaccurate information. Without scrutiny, students could easily include incorrect material in their assessments. This will not just adversely affect the quality of the assignment completed, but also the quality of learning.

GenAI also sometimes generates false information to meet a prompt’s requirements. For example, GenAI may cite a completely made-up source in its answer. Therefore, students must cross-check the accuracy of the information GenAI provides.

Second, GenAI can lead to plagiarism. The information it provides could be a direct copy without proper acknowledgement of the original source.

If plagiarism detection software discovers this in a submitted assignment, students, rather than GenAI, would be held responsible. Students should check the original source and make sure ideas are appropriately acknowledged.

Finally, GenAI cannot provide in-depth critical insight. GenAI can be applied to homework that involves summarising. But students may still need to write argumentative essays themselves.

If students rely on GenAI to create the entire essay from scratch, the submission won’t score well or may even be given a failing grade. Hence, students shouldn’t rely solely on GenAI.

After all, human brains cannot be replaced by computers. We still need to perform higher-order thinking on our own. If not, what’s the meaning of our existence?

Alison Ng, assistant lecturer, Centre for Applied English Studies, University of Hong Kong

Vision, dedication behind veterinary school accreditation

Pathfinders are often misunderstood. They need to have the good fortune to receive the gift of highly skilled and excellent professionals to follow their lead. And this has occurred here. But credit where credit is due, and unlike many pathfinders, Dr Wong is really easy to get along with.

Richard Brown, Aberdeenshire, Scotland