What type of pedagogy is required in schools and classrooms to support sustainable green growth? A case study of Hong Kong within the international context

Rupert MACLEAN, Margarita PAVLOVA

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Schools are one of the major agents of socialisation in society along with the family, community, mass media and peer group. One of the important functions or purpose of education and schooling is to equip learners to live and work effectively in an ever-changing and evolving society. As new and growing challenges emerge which need to be met, such as concerns about environmental issues including destruction of the environment, global warming and an expanding carbon footprint, schools are one of the key agents of socialisation in society which seek to bring about changes in behaviour into more desirable directions. This chapter reports on the results of a research study that examined whether the schooling provided in Hong Kong has been successful in actually getting learners to modify their behaviour in ways and directions which are likely to successfully promote improvements to the environment and sustainable development. The results show that although there was a perceived increase in knowledge of the selected environmental issues, with regard to behaviour changes, 29.4–50.6% of students believed that their environmental behaviour had not changed. The chapter then examines pedagogies that can be successful in changing students’ behaviour and argues that to increase effectiveness of environmental studies, particular types of learning should occur, including discovery learning, systems thinking-based learning, critical thinking-based learning, interdisciplinary learning, problem-based learning and participatory/collaborative learning. Teachers should provide an opportunity to engage students in pro-environmental activities and address values that are going beyond an economic imperative. Copyright © 2017 Springer Nature Singapore Pte Ltd.
Original languageEnglish
Title of host publicationLife in schools and classrooms: Past, present and future
EditorsRupert MACLEAN
Place of PublicationSingapore
PublisherSpringer Singapore
Pages101-119
ISBN (Print)9789811036521, 9789811036545
DOIs
Publication statusPublished - 2017

Fingerprint

Hong Kong
classroom
school
learning
agent of socialization
media group
environmental behavior
student
peer group
mass media
sustainable development
teacher
community
economics
Society
Values
education

Citation

Maclean, R., & Pavlova, M. (2017). What type of pedagogy is required in schools and classrooms to support sustainable green growth? A case study of Hong Kong within the international context. In R. Maclean (Ed.), Life in schools and classrooms: Past, present and future (pp. 101-119). Singapore: Springer Singapore.

Keywords

  • Role of education
  • Environmental knowledge
  • Environmental behaviour
  • Behaviour change
  • Effective pedagogies
  • Intention and action in pro-environmental behaviour