Climate change is one of the most pressing issues facing the world today, prompting countries to seek effective solutions, particularly through education. Between September and October this year, Hong Kong experienced a series of natural disasters, including the super typhoon Saola, a once-in-a-century rainstorm, and Typhoon Koinu. Students witnessed firsthand the power of nature and the impacts of climate change. Many primary and secondary schools have begun implementing environmental education and sustainable development programs to raise students' awareness and deepen their understanding of climate change. After years of development, what is the current state of climate change education?
Global Responses to the Climate Crisis
Human activities, such as burning fossil fuels and deforestation, release significant amounts of carbon dioxide, which increases the concentration of greenhouse gases in the atmosphere and leads to global warming. This causes various effects, including the accelerated melting of Arctic and Antarctic ice sheets and an increase in extreme weather events like hurricanes, floods, and droughts. Climate change has widespread and profound impacts on humanity, ecosystems, and economies. In response to this global crisis, countries are taking action. The European Commission has identified climate change as one of the most serious issues facing the world today and is advocating for green transformation and sustainable development in education and training.
In June 2022, the EU adopted recommendations for green transformation and sustainable development learning, outlining specific requests for member states. These include prioritizing green transformation and sustainable development in education, mobilizing funds for green and sustainable infrastructure, and supporting educators in enhancing their knowledge and skills. The aim is to promote green practices at personal, social, and economic levels, collectively addressing global challenges and protecting the environment to ensure human well-being.
Reflections on Climate Change Education in Hong Kong
As climate change issues become more severe, former Senior Scientific Officer of the Hong Kong Observatory, Mr. Mok Hing-yim, emphasized, "Global climate change is urgent; it affects everyone." In 2021, global carbon dioxide levels reached 415.7 ppm, up from 340 ppm in 1980, showing a steady increase over the decades. He noted that September this year was the hottest September on record worldwide. Hong Kong has also seen more extreme heat, with Mr. Mok reporting, "We now have nearly 60 days a year classified as 'hot nights' (minimum temperature ≥ 28 degrees), with about 50 days of extreme heat annually." This year, Hong Kong experienced a record-breaking rainstorm in September, with rainfall reaching 158 mm in just one hour—the highest amount recorded since 1884. Mr. Mok reflected, "In the past, records were broken every few decades; now we see new records every few years."
(Former Senior Scientific Officer of the Hong Kong Observatory, Mr. Mok Hing-yim, stressed the urgent need to address global climate change.)
While many countries in Europe and North America have integrated climate change into formal education curricula, Hong Kong has yet to fully implement this. Climate change education often takes place through interdisciplinary learning or as one of many themes. Chief Executive John Lee recently announced that starting in the 2025/26 academic year, the Primary General Studies subject will be split into "Science" and "Humanities." The Education Bureau has also published a new curriculum framework for the Science subject, which includes four major areas and 15 topics, such as "Earth and Space," covering climate and seasons. During his time at the Observatory, Mr. Mok participated in climate change research and frequently spoke at schools on related topics. He believes that climate change education in primary and secondary schools is not widespread enough and has significant room for improvement. Currently, it largely depends on the initiative of environmentally conscious principals or teachers, and the supporting systems still need enhancement.
(Mr. Mok believes that climate change education in Hong Kong is not widespread enough and suggests starting environmental education in kindergartens.)
Mr. Mok suggests that environmental education should start in kindergartens, stating, "It’s not just about teaching 3- to 6-year-olds about climate change and global warming, but about shaping their behaviors." Instilling eco-friendly habits from a young age, followed by deeper knowledge as they progress through school, is crucial; starting education in primary school might be less effective. He acknowledges challenges in implementing climate change education, including developing teaching materials and providing professional development for teachers. "Having relevant materials is important, but teachers also need to know how to use them effectively." Additionally, he proposes utilizing school environments to reinforce climate change education, noting, "If children learn in eco-conscious schools, it will positively influence their behaviors." The ultimate goal is for students to align their knowledge with action, helping to address climate change issues.