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In the 2012 curriculum reform, an extra year was added to the typical university degree programme in Hong Kong, and this became a good opportunity to provide more structured General Education to students in all major disciplines. Although the mode, units allocation, and actual course content of these GE courses in local universities differ, what they share is a comprehensive coverage across knowledge areas: the arts, the social and natural sciences, and skill sets that students can apply in personal and professional life. The author of this article taught in a Hong Kong university that offers a General Education programme with courses designed and delivered by individual academic departments and supported by relevant administrative units. This article is a reflection on teaching a General Education course in the category of Healthy Lifestyle, open to full-time students of all disciplines, during the fall semester of academic year 2019-2020. During most of the semester, daily life in Hong Kong had been disrupted to different extents, and the emotional landscape across different population groups had been rugged. University students were also affected physically and emotionally during this time, the teaching and learning environment was challenging, and teachers had to create an appropriate teaching and learning experience in view of the external environment and the students’ internal emotional needs. This article shares some useful practices in employing e-learning during a time of unrest, to facilitate the teaching of healthy lifestyle to students. The learning outcomes achieved, as seen in some student work, encourage us to seek further ways to employ e-learning for more effective learning experience for new generations of students, especially in the area of affective learning.

(E-)Learning to Understand and Love Yourself: An Attempt to Teach Healthy Lifestyle in the Midst of Social Unrest