Policy brief: Learning from Italy to promote sustainability education in Hong Kong

Education is recognised as an integral part of building the capacity of all ages to drive the transformation toward sustainable development. While the Hong Kong government aspires to achieve carbon neutrality by 2050 and has ramped up efforts to integrate sustainability into school curricula and rai...

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Bibliographic Details
Published inAustralian & New Zealand Journal of European Studies Vol. 15; no. 3; pp. 67 - 76
Main Author Lin, Lin
Format Journal Article
LanguageEnglish
Published European Studies Association of Australia and New Zealand (ESAANZ) 15.05.2024
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Summary:Education is recognised as an integral part of building the capacity of all ages to drive the transformation toward sustainable development. While the Hong Kong government aspires to achieve carbon neutrality by 2050 and has ramped up efforts to integrate sustainability into school curricula and raise public awareness through educational activities, this policy brief argues that Hong Kong’s existing measures failed to empower and motivate individuals and the community to keep pace with its climate action ambition. Drawing on Sterling's framework of education for sustainability (EFS), this paper presents a diagnosis of Hong Kong’s major problems in sustainability education policies and suggests that the Hong Kong government should learn from the Italian experience to take a more systemic, empowering, and democratic approach in advancing its EFS policies.
ISSN:1837-2147
1836-1803
DOI:10.30722/anzjes.vol15.iss3.18246