The need for education for sustainable development (ESD) has been accepted by the United Nations, as well as many national governments. As in many countries, in China ESD is included in official policy documents as a stated aim of education. However, there have been few studies of the nature and extent of ES6 in China's schools, how teachers view ESD, or their attitudes, values and beliefs about sustainable development. The case study described here was designed to explore these issues. As the geography curriculum is the key agent for implementing ESD in China's schools, we chose geograptly teachers as subjects for the study. Twelve teachers from Beijing secondary schools were invited to complete a questionnaire and attend an interview; the methodology and findings are reported here. Copyright © 2009 Geographical Association.
|Publication status||Published - Jan 2009|
CitationYang, G., & Lam, C. C. (2009). ESD in Chinese secondary schools: Beijing teachers' views. Geography, 94(1), 22-27.