Sustainability Education in China: Lessons Learnt from the Teaching of Geography

Haoyi Huang,Eddie W L Cheng

doi:10.3390/su14010513

Abstract

Since its emergence, the concept of sustainability has been incorporated in geography education across the globe. China is no exception. As one of the pioneer countries in advocating environmental protection, the Chinese government has called for a paradigm shift in pedagogies in order to encourage students to effectively learn the concept and develop their ability to think in new ways, especially engaging themselves with contemporary worldviews. However, many teachers may feel that they are incapable of teaching sustainability. Therefore, it is important to examine whether subject teachers have the ability to implement sustainability education. To fill this research gap, the present research focused on a case study of an in-service Chinese geography teacher teaching sustainability in a junior middle school in China. In order to deeply understand his teaching, this research adopted the form of interviews, supplemented by the analysis of relevant teaching documents. The results indicated that the two themes taught in the seventh and eighth grades, respectively, involved mainly environmental sustainability with some connection to economic sustainability, but fell short of socio-cultural sustainability. This study calls for more sustainability elements in geography curriculums, particularly with the inclusion of socio-cultural sustainability. In this article, research and practical implications have been given.

Highlights

Academic Editors: Changhyun RohThe term “sustainability” is known to be a solution to environmental and social problems [1]
The teacher had taught the subject of geography for students in the seventh and eighth grades years
A limitation of this study is the meaning of sustainability

Summary

Introduction

Academic Editors: Changhyun RohThe term “sustainability” is known to be a solution to environmental and social problems [1]. Sustainability is defined as “meeting the needs of the present without compromising the ability of future generations to meet their own needs” [2] It emphasizes “social, economic and environmental sustainability and the interaction of these three elements” [3] It is understood that SD involves a process that helps create a world of global social equality, where the natural system that supports human existence can be maintained [5] As it is good for the planet, sustainability has been incorporated in education with the aim of raising students’ awareness of their “responsibility for the environment, well-being and a sustainable future” and the importance of developing their “future-oriented thinking and the building of the future upon ecologically, economically, socially and culturally sustainable premises” As one of the pioneer countries in advocating environmental protection, the Chinese government has called for a paradigm shift in pedagogies that should be problem-solving-based and sustainability-centered [10]

Methods

Results

Conclusion