An Analysis of Hong Kong High School Curriculum with Implications for United Nations Sustainable Development Goals

Autor/inn/en	Lei, Chi-Un; Tang, Shan
Titel	An Analysis of Hong Kong High School Curriculum with Implications for United Nations Sustainable Development Goals
Quelle	In: Smart Learning Environments, 10 (2023), Artikel 47 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lei, Chi-Un)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40561-023-00267-5
Schlagwörter	High School Students; Secondary School Curriculum; Sustainable Development; Objectives; Classification; Teacher Attitudes; Positive Attitudes; Foreign Countries; Environmental Education; International Organizations; Hong Kong + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Nachhaltige Entwicklung; Goal definition; Zielsetzung; Classification system; Klassifikation; Klassifikationssystem; Lehrerverhalten; Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; International organisation; International organisations; International organization; Internationale Organisation; Hongkong
Abstract	The United Nations Sustainable Development Goals (SDGs) Target 4.7 stated that by 2030, all learners should acquire the knowledge and skills needed to promote sustainable development. However, only scattered studies outline how SDG knowledge has been taught in public K12 curricula. This study aims to identify SDG topics in 13 subjects in the Hong Kong Diploma of Secondary Education curriculum and the perceptions of teachers in relation to SDG education. Data were collected through a machine learning approach and semi-structured interviews. Analysis of the module, subject, and curriculum level was conducted. By examining how teachers perceive in relation to the results of SDG classification and implementation of SDG education, the findings showed that teachers and administrators have adopted positive attitudes towards SDG classification, and supportive government can positively influence teachers and administrators in implementing SDG education. Such findings can be useful for policymakers to develop strategies to facilitate SDG education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01