Implementing the Slow Fish curriculum for SDGs: Strategies, challenges, and policy suggestions through a case study

Abstract

Using a case study approach, this study investigates two elementary schools in fishing villages located in Pingtung County, Taiwan, where slow fish educational activities are integrated into the curriculum. Various qualitative research data were collected and analyzed, including in-depth interviews, teachers' journals, researcher observation notes, and documentary recordings of students' learning and the process of school policy development. Based on the research findings, the researchers propose the following suggestions:1. Effective leadership is crucial for the successful establishment of a slow fish curriculum, and education policy should ensure that every school, under the leadership of the school principal, develops its own distinctive characteristics.2. Establishing a professional teacher community can enhance teachers' knowledge and skills while fostering their enthusiasm. Therefore, educational authorities should encourage the establishment and development of such communities.3. Elementary schools should utilize available resources and establish connections with the local community. The government, while promoting slow fish activities, should involve both parents and children.4. Educational authorities should take the lead in implementing a curriculum based on slow fish education.Through this study, the researchers aim to contribute to the literature on slow fish education, ultimately promoting sustainable oceans and achieving the SDGs.