Environmental Education in China

McBeath, Gerald A.; McBeath, Jenifer Huang; Qing, Tian; Yu, Huang

doi:10.4337/9780857933508

Cited by 11 publications

(8 citation statements)

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“…According to Zhang (2010), the Government of China developed a ‘flagship’ education project ‘’Environment, Population and Development’, intended to integrate EE into subjects across the curriculum, and develop local textbooks on environmental protection and sustainable development. However, McBeath and McBeath (2014, pp. 95–97) claim that although the programme may have reached 10,000 pilot schools, it was a corrupt commercial enterprise, with lecture-dominated in-service training and coerced participation.…”

Section: Contextual Influences On Efs Practicesmentioning

confidence: 99%

Education for Sustainability in the Secondary Sector—A Review

Taylor¹,

Quinn²,

Jenkins³

et al. 2019

Journal of Education for Sustainable Development

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This article reviews Education for Sustainability (EfS) in the secondary sector across a range of countries. Drawing on journal articles, book chapters and official reports, it identifies some of the more successful approaches to implementing EfS within the secondary sector. The authors first discuss the importance of educating for sustainability at the secondary level and then explore barriers to effective EfS in secondary schools. They go on to share their insights into contextual factors that influence EfS practices which are reported in the case studies. In particular, they discuss the influence of (a) politics and curriculum renewal, (b) alignment of curriculum, resources and teaching, (c) the perceived state of EfS and (d) teachers’ professional development as determinants of EfS implementation and success.

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Section: Contextual Influences On Efs Practicesmentioning

confidence: 99%

Education for Sustainability in the Secondary Sector—A Review

Taylor¹,

Quinn²,

Jenkins³

et al. 2019

Journal of Education for Sustainable Development

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“…The factors of education, CPC membership, and Environmental Threats had significantly positive effects as expected. Since the idea of an ecological civilization has been strengthened as a morality and ideology among education institutions and government agencies (Ford and Rowe 2017;McBeath et al 2014), more-educated people as well as government employees, especially CPC members, would have an increasing environmental awareness and improved environmental behaviors. On average, more education led to a higher level of environmental behaviors, while the effects of education were more obvious for private environmental behaviors.…”

Section: Control Variablesmentioning

confidence: 99%

Religious Beliefs and Environmental Behaviors in China

Shi-zhi

2018

Religions

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The role of religion in the environment has yet to be empirically investigated in the country with the largest atheist population across the globe. Using data from the Chinese General Social Survey 2013, we examined the effects of religious beliefs on environmental behaviors in China. Dependent variables of private and public environmental behaviors were identified by factor analysis. The estimation revealed a contradictory result that most religious beliefs had negative effects on private environmental behaviors while having positive effects on public environmental behaviors. The findings suggest a religion-politics interactive mechanism to enhance pro-environmental behavior in China.

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“…These two environmental events were followed by the beginning of the People's Chinese institutions of higher learning responded immediately to these demands from the state. For instance, Peking University, Beijing Engineering University, Zhongshan University, and Tongji University began to offer courses in environmental studies between 1973and 1978(McBeath et al 2014Palmer 1998, 177). Tsinghua University established the first major in Environmental Engineering in 1977 (Tian and Li 2016, 85).…”

Section: A Concise History Of China's Formal Environmental Educationmentioning

confidence: 99%