Students' perceptions on climate change and engagement in low-carbon behaviours : implications for climate change education in Hong Kong

Abstract

This is a comprehensive research which examines students’ perception of climate change and their positive actions (i.e., Low-Carbon Behaviors) by comparing students in primary and secondary schools in Hong Kong. The research has employed both quantitative and quantitative approaches to collect data. Quantitative data was collected from 709 student samples from two secondary schools and two primary schools by conventional paper-and-pencil questionnaire surveys that include the measures of (1) environmental attitude; (2) perception of climate change problem; (3) engagement in LCBs; (4) hurdles to the adoption of LCBs; and (5) climate change knowledge. Qualitative data was collected from five school teachers of the participating schools by interviews to gather views on climate change education (CCE) and to explore the constraints of its effective implementation.

The research concluded that students held moderate pro-environment attitude. Both primary and secondary students were equally worried about climate change problem and believed that its impacts were severe. Yet, fewer primary students believed the anthropogenic cause of climate change and they also perceived lower severity of climate change impact on local ecological environment. Students held modestly positive hope in mitigating climate change problem. Primary students felt a stronger empowerment to influence others, and were more willing to take action than secondary students. Moreover, students perceived that additional commitment and lack of practicing opportunities were major hurdles of LCBs. They also possessed a fairly low level of climate change knowledge with different misconceptions.

In addition, the research has unveiled that lack of funding support and inconsequential administrative procedures from the application of environmental project funds were the foremost obstacles to the implementation of CCE. Most teacher respondents were contented with the curriculum design of climate change problem and inclined to oppose the introduction of formal CCE in Hong Kong. Furthermore, the research has thoroughly reviewed the existing curricula in primary and secondary schools. The existing design of school curriculum on climate change was found to be fragmented and unable to allow students to comprehend the issues thoroughly. Finally, overseas CCE practices, recommendations on improving CCE, and enhancing students’ engagement in LCBs, were discussed.