labour education is not a new term and has evolved several times at different historical junctures since the founding of PRC in 1949, its position in practice in Chinese educational system had been marginalized at primary (Chang, 2005), middle and high schools (Zhao, 2019). Labour education started to gain prominence in contemporary China in 2018 when President Xi Jinping officially declared it as one of the five core educational values; the other four are morality, intellect, sports, and aesthetics. These core educational values are believed to cultivate responsible and modern citizens and all schools in China are run based on these guiding values(Ju, 2000; Yang, 2011; Wu. 2016; Xu, 2017, Li, 2019). With a re-emphasis of labour education in enhancing human’s all-round development (Chen, 2020), the Central Committee of the Chinese Communist Party (CCP) and the State Council in March 2020 reiterated the importance of incorporating labor education into the whole process of talent training and helping students to form valid values on working, life, and world. It is even suggested by the State Council that labour education ought to be added into compulsory curriculum independently at schools as a“fixed target” in cultivating modern citizens that students from primary school to high school are supposed to learn it no less than 1 course every week(Xinhua News Agency, 2020).Labour education is also argued to have a pivotal role in addressing the moral crisis in China, that has undergone rapid modernisation over the last 35 years