A study of integration of education for sustainability at international schools in Hong Kong

Abstract

The impetus to integrate education for sustainability (EfS) has been around for nearly three decades however integration into the formal school curricula is still lacking in some schools and school boards. Therefore, this study aimed to investigate whether or not EfS curricula has been integrated into the international schools of Hong Kong and if so, how well has it been integrated.

EfS is important for developing well-rounded, globally minded citizens. While the environmental aspect of environmental education (EE) often first come to mind when considering EfS, it also involves various socioeconomic aspects like preserving cultural diversity and alleviating poverty.

This study involved a questionnaire that was sent to the international schools of Hong Kong and followup interviews with stakeholders at interested schools. The results of this study showed that EfS is integrated moderately well at many of Hong Kong’s international schools and an appreciable focus. Schools are addressing the critical elements of EfS in their formal, academic curriculum and their non-formal curriculum, such as school trips or after school activities. Most schools have infrastructure devoted to EfS intiatives, such as recycling bins, solar panels and rooftop gardens, as well as personnel. However, EfS integration is not univeral with some schools reporting very low integration, related to teacher and administrator dis-interest.

The findings of this study are signficant because they show that EfS as a concept still requires wider attention in formal international education. Greater emphasis on EfS in pre-service education would fundamentally help to raise the status of EfS. Furthermore, the international curricula delivered at international schools could include more explicit links to EfS.