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postgraduate thesis: Education for sustainable development in liberal studies : perceptions from teachers in Hong Kong

TitleEducation for sustainable development in liberal studies : perceptions from teachers in Hong Kong
Authors
Issue Date2015
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Yiu, S. S. [姚思言]. (2015). Education for sustainable development in liberal studies : perceptions from teachers in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5435678
AbstractThe period 2005-2014 was the United Nations Decade of Education for Sustainable Development. Many countries, especially those in European and North America have been implementing or looking for ways to implement education for sustainable development (ESD) in their education system. In Hong Kong, Liberal Studies (LS) is an important new channel for ESD. It is the only compulsory subject in secondary schools which required students to learn about sustainable development (SD). There are a lot of similarities between LS and ESD in terms of goal, perspectives, values and attitudes, pedagogy and the development of skills, however, both LS and SD are new to many LS teachers. This study aims to examine LS teachers’ perception of SD and ESD and the ways they implement ESD through LS in order to identify opportunities and constraints for implementing ESD through LS and find out what can be done to further promote SD in schools. Apart from desktop research, first-hand data were collected mainly from questionnaires and interviews with LS teachers. Interviews were also conducted with some relevant government officers and LS teacher educators working at universities. This study finds that LS teachers generally support SD and ESD and have developed some common understandings on SD and ESD. They pay special attention to preservation and conservation and the controversial nature of SD issues. They put special emphasis on helping students see SD issues from multi-perspectives and balance different interests. They are able to recognize the importance of experiential learning, place-based education and active and participative learning approaches to ESD. LS teachers generally agree that LS is a very important channel for ESD as it raises students’ awareness and sensitivity to current SD issues and can help students think about SD across modules by applying the concept on different geographical and time scales. However, there are a number of factors limiting the effectiveness of ESD in LS. This study shows that there are four major types of constraints affecting the implementation of ESD through LS, including conceptual constraints, LS curriculum constraints, resource constraints and the over-reliance on LS. This study also identifies some opportunities to improve ESD in LS. Base on the study findings, some general recommendations for improving ESD in the Hong Kong education system are made followed by some specific recommendations for improving ESD in LS.
DegreeMaster of Philosophy
SubjectHigh school teachers - China - Hong Kong - Attitudes
Sustainable development - Study and teaching (Secondary) - China - Hong Kong
General education - Study and teaching (Secondary) - China - Hong Kong
Dept/ProgramKadoorie Institute
Persistent Identifierhttp://hdl.handle.net/10722/209468

 

DC FieldValueLanguage
dc.contributor.authorYiu, Si-in, Sianna-
dc.contributor.author姚思言-
dc.date.accessioned2015-04-23T23:10:46Z-
dc.date.available2015-04-23T23:10:46Z-
dc.date.issued2015-
dc.identifier.citationYiu, S. S. [姚思言]. (2015). Education for sustainable development in liberal studies : perceptions from teachers in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5435678-
dc.identifier.urihttp://hdl.handle.net/10722/209468-
dc.description.abstractThe period 2005-2014 was the United Nations Decade of Education for Sustainable Development. Many countries, especially those in European and North America have been implementing or looking for ways to implement education for sustainable development (ESD) in their education system. In Hong Kong, Liberal Studies (LS) is an important new channel for ESD. It is the only compulsory subject in secondary schools which required students to learn about sustainable development (SD). There are a lot of similarities between LS and ESD in terms of goal, perspectives, values and attitudes, pedagogy and the development of skills, however, both LS and SD are new to many LS teachers. This study aims to examine LS teachers’ perception of SD and ESD and the ways they implement ESD through LS in order to identify opportunities and constraints for implementing ESD through LS and find out what can be done to further promote SD in schools. Apart from desktop research, first-hand data were collected mainly from questionnaires and interviews with LS teachers. Interviews were also conducted with some relevant government officers and LS teacher educators working at universities. This study finds that LS teachers generally support SD and ESD and have developed some common understandings on SD and ESD. They pay special attention to preservation and conservation and the controversial nature of SD issues. They put special emphasis on helping students see SD issues from multi-perspectives and balance different interests. They are able to recognize the importance of experiential learning, place-based education and active and participative learning approaches to ESD. LS teachers generally agree that LS is a very important channel for ESD as it raises students’ awareness and sensitivity to current SD issues and can help students think about SD across modules by applying the concept on different geographical and time scales. However, there are a number of factors limiting the effectiveness of ESD in LS. This study shows that there are four major types of constraints affecting the implementation of ESD through LS, including conceptual constraints, LS curriculum constraints, resource constraints and the over-reliance on LS. This study also identifies some opportunities to improve ESD in LS. Base on the study findings, some general recommendations for improving ESD in the Hong Kong education system are made followed by some specific recommendations for improving ESD in LS.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshHigh school teachers - China - Hong Kong - Attitudes-
dc.subject.lcshSustainable development - Study and teaching (Secondary) - China - Hong Kong-
dc.subject.lcshGeneral education - Study and teaching (Secondary) - China - Hong Kong-
dc.titleEducation for sustainable development in liberal studies : perceptions from teachers in Hong Kong-
dc.typePG_Thesis-
dc.identifier.hkulb5435678-
dc.description.thesisnameMaster of Philosophy-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineKadoorie Institute-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5435678-

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