Lingnan study finds more young people drink tea than soft drinks regularly; Half respondents regard flavoured tea as Chinese tea

To understand their awareness of and interest in the Chinese tea culture, the Asia-Pacific Institute of Ageing Studies at Lingnan University conducted a public opinion survey and analysis of the tea consumption habits of young people in the Hong Kong SAR. The findings show that more than three quarters of respondents drink Chinese tea regularly. However, as many as half also drink “flavoured tea” with sugar, floral flavours or milk frequently. The proportion of young people who drink tea regularly was significantly higher than soft and speciality drinks, although more than one third were unfamiliar with the health benefits of tea. Scholars point out that parents exert a strong influence on young people’s tea-drinking habits and suggest that different sectors of society might organise intergenerational activities to pass the Chinese tea culture on to younger generations.

Between March and July 2025, the researchers circulated a questionnaire to 488 Hong Kong SAR residents aged between 12 and 39 to find out how much they know about Chinese tea and related beverages and how much they drink. More than three quarters (76.2%) of respondents drink Chinese tea regularly, and the largest proportion (33.8%) drink Chinese tea one to four times a month Although this was a higher proportion than for coffee (25%), it remained lower than for other beverages. As many as 53.4 per cent of respondents consume speciality drinks such as bubble tea and fruit tea one to four times per month, followed by freshly squeezed juice (42.9%), soft drinks (39.6%), and packaged or bottled juice (38.1%).

The proportion of respondents who drank Chinese tea 11 or more times a month was 25.4 per cent, the highest of all beverage categories, surpassing coffee (17.5%), packaged or bottled juice (17.5%), soft drinks (14%), speciality drinks (10.8%), and freshly squeezed juice (6.3%), which suggests that some young people have developed a regular habit of drinking tea in the long-term (Figure 1).

Figure 1: The largest proportion of young respondents reported drinking Chinese tea one to four times a month (33.8%).

Regarding their preferences, young respondents usually preferred pu-erh (65%), followed by tieguanyin (49%) and jasmine tea (31%). However, nearly half of respondents (49%) also drink flavoured teas containing sugar, floral flavours or milk frequently (Figure 2), reflecting increasingly blurred boundaries between traditional and modern teas in younger generations.

Figure 2: Nearly half the respondents (49%) drink flavoured tea containing sugar, floral flavours or milk regularly.

When asked whose opinions influenced their choice of tea, 39.7 per cent of respondents said that their parents had a “great” or “strong” influence. By comparison, the influence of their friends (11.4%) and social media (11%) was much less (Figure 3), which shows the stronger role of families in passing on the Chinese tea culture to younger generations.

Figure 3: 39.7 per cent of young respondents said that their choice of tea was influenced to a “high” or “strong degree” by their parents.

The most common reasons for choosing a tea were the “aroma” (55%) or “taste” (50%). Nearly half (47%) also cited “family customs” - more than those who associated Chinese tea with “health benefits” (37%), “cultural identity” (19%), or “emotional stability” (17%) (Figure 4).

Figure 4: When asked why they drink tea, respondents usually said “aroma” (55%) or “taste” (50%).

However, young people who drink tea have a limited understanding of its health benefits. More than one third of respondents (34.1%) said that they “knew nothing about” or had “only heard of” these benefits of tea, and nearly half (44.2%) that they “knew nothing about” or had “only heard of” Chinese tea brewing techniques. The study also found that nearly 70% of respondents (68.1%) expressed “average”, “considerable”, or “very strong” interest in learning tea arts, which shows that although the Hong Kong younger generation’s knowledge of Chinese teas is limited, they are generally interested in learning more.

Prof Dickson Chan Chak-Kwan, Research Professor and Director of Asia-Pacific Institute of Ageing Studies at Lingnan University, said that traditional Chinese tea processing techniques and associated social practices were inscribed on the United Nations Educational Scientific and Cultural Organisation (UNESCO) Representative List of the Intangible Cultural Heritage of Humanity in 2022. He noted that while the Chinese Mainland has actively promoted tea culture education for young people, the Hong Kong SAR still does not really understand the health benefits of tea or how to brew it, adding “Promoting tea culture helps pass on the essence of Chinese culture to younger generations. The study finds that parents have a great influence on forming the habit of tea drinking in their children, and recommends that primary and secondary schools and cultural organisations undertake activities that encourage parents and children to learn about Chinese tea together, so that tea drinking is encouraged and the cultural heritage of Chinese tea more effectively passed on to young people.”

Lingnan study finds more young people drink tea than soft drinks regularly. Generated picture.

Prof Chan also suggested that the education sector make the most of young people’s interest in the tea arts to develop their understanding of Chinese tea culture. Flavoured teas may initially build public awareness of the differences between pure and sugar-sweetened flavoured teas, reduce dependency on sugary beverages, and in the long run help promote a healthier diet.

"Research on Tea Consumption among Youth in Hong Kong" is part of the "Chinese Tea Promotion in Young People " Project (2024-2026). The project is sponsored by the Tin Ka Ping Foundation and aims to promote Chinese tea arts among young people and the public in Hong Kong through seminars and tea appreciation workshops, to encourage the understanding of Chinese traditional culture and promote physical and mental well-being.

The evolution of higher education in the digital era has attracted global attention, and Prof S. Joe Qin, President and Wai Kee Kau Chair Professor of Data Science at Lingnan University, recently published a paper titled “AI for education: The digital transformation of a liberal arts institution – implementation at Lingnan University” in a leading international journal Computers and Education: Artificial Intelligence. The paper’s in-depth analysis of the role artificial intelligence (AI) plays in education uses Lingnan as a case study to examine the success of its pilot initiatives.

Prof Qin notes that higher education is undergoing an “AI revolution”, not merely reinforcing teaching with technology, but driving the “digital-intelligent transformation” of both teachers and students. Future curricula will shift from a traditional emphasis on memorisation and content mastery towards the application and navigation of knowledge, and students will be trained in prompt engineering in order to validate outputs generated by generative AI, and understand the ethical implications of such automated systems.

At the pedagogical level, repetitive tasks such as administrative duties, classroom management, and marking assignments will increasingly be handled by AI, allowing educators to focus more on their primary role of instruction and mentorship. This shift enables teachers to expand stronger data analytics and technological integration capabilities, permitting them to make higher-level decisions based on data, and to advise students more effectively.

Using Lingnan University as an example, Prof Qin highlights the development and application of a “Generative AI Assessment System (GAAS)”, an AI-driven learning platform capable of examining student performance in real time and making individual recommendations. Final oversight remains with teachers, so that this moves away from a one-size-fits-all model, and lecturers can shape instruction to individual progress and needs. The system was awarded a Bronze Medal at the International Exhibition of Inventions Geneva in March this year.

The pilot study shows that the system reduces the time spent on mechanical marking significantly. Traditionally, students often wait weeks for a response, whereas the new system enables a rapid turnaround, improving student engagement. It also ensures consistent application of marking criteria, and minimises discrepancies caused by human fatigue or bias. By delegating mechanical tasks such as grammar and structural checks to AI, instructors can focus entirely on students’ arguments and intellectual abilities, leading to better guidance.

Prof Qin stresses that educators are not replaceable. “At its core, education is a social and emotional process, and AI is currently unable to perceive student frustration, demonstrate empathy, mediate peer conflicts, or give emotional support. These forms of ‘emotional value guidance’ are inherently human and beyond the capacity of algorithms. Students must shift from being passive consumers of AI-generated content to active editors and critical thinkers. For example, they should debate AI, identify flaws in logic, and generate multiple solutions using AI, and then evaluate and rank them independently. The key lies in asking the right questions and appraising the quality and accuracy of the responses.”

The paper also notes that, given AI’s strength in processing large volumes of information, tasks that require high accuracy and speed but involve limited complex judgement are more susceptible to automation. These include data entry, basic translation, routine programming, software operation, and format-driven content generation, all repetitive and rule-based cognitive tasks. Such changes are more likely to replace specific tasks than entire professions. For instance, legal assistants may spend less time gathering information, and more on strategic legal work.

Prof Qin explains that as anyone can now create grammatically correct text or digital images within seconds, technology itself is no longer in short supply. What becomes truly beneficial is human intent, philosophical thinking, and flair in evoking emotional resonance. In an age saturated with generated content, whole-person education focusing on critical thinking and authentic human expression will become the most important standard and benchmark.

He also points out that the widespread adoption of AI will increase the importance of interdisciplinary learning. “Cognitive flexibility, complex problem-solving skills, and emotional intelligence - all fostered by whole-person education - provide students with a solid foundation so they can remain adaptable in rapidly evolving technological environments. By integrating knowledge across disciplines such as history, philosophy, and science - in essence, learning how to learn - students can continue to grow amid constant change.”

The paper expresses how disciplines such as literature, history, and philosophy offer an “ethical perspective”, and how the study of classical works, particularly those rooted in the Chinese cultural heritage, is essential for independent thinking. By understanding a historical context and moral framework, students can apply AI more judiciously, minimise algorithmic bias, and ultimately take a leading role in shaping technological progress.

Read the full study here: AI for education: The digital transformation of a liberal arts institution – implementation at Lingnan University

Prof S. Joe Qin, President and Wai Kee Kau Chair Professor of Data Science of Lingnan University, has published a paper titled AI for education in a leading international journal.