Environmental education in local (aided) primary schools–principals' and teachers' perceptions

Abstract

This study focuses on principals’ and teachers’ perceptions on the status of implementation, and the future of EE in local (aided) primary schools in HK as the intricate strategies of efficient implementation requires multifaceted pedagogical planning, involving several tactical challenges. It also delves into participants’ sentiments on the impediments they face towards optimal implementation of EE and sought their opinions on possible mitigatory influences to existing barriers and the future of EE in the primary school curriculum. The study is qualitative in nature, adopting an interpretive-constructivist, phenomenographic research paradigm. Data for the study was collected by way of individual interviews, focus-group interviews, online survey questionnaires from principals and teachers in local (aided) primary schools in HK. Findings from the study clearly corroborate the existence of a ‘gap’ between rhetoric from the CDC/EDB and ground reality in local primary schools. Alongside a very low priority accorded to EE by virtue of it being ungraded and not assessable, this study also found a clear imbalance between the three aspects of EE – about/in/for the environment. The marginalisation and resultant precarious position of EE in mainstream education and a lack of critical evaluation in gauging effectiveness or the deficiency thereof has also been given due weight in this study. The underlying notions and sentiments in participants also touched upon the fact that EE necessitates a very complex socio-political gambit which needs more involvement from governmental agencies and policymakers in raising environmental literacy among the general populace, as strengthening eco-literacy requires EE to be effectively disseminated in schools and reinforcement through environment-friendly behaviour and attitudes on the home fronts. This study has opened a myriad of possibilities for further research on EE in HK schools to help governmental agencies involved in educational policymaking delve into issues, and proffer necessary remedial actions therefor. This is desperately needed to unearth and attach value towards comprehensive EE for children, to help them bond with and develop respect for Nature, as future role-players in solving ever-growing global environmental issues.