Exploring the implementation of low-carbon education in schools

Abstract

 Presenter (s) Zhi hong Zhang,Collaborative Innovation Center of Assessment for Basic Education Quality
Title Exploring the implementation of low-carbon education in schools

Sustainable development education has been implemented in the world for many years, but its effect is very little. With the growth of population, nature has been destroyed excessively, resources are being used excessively, and environment has been seriously polluted. There are ancient Chinese sayings that “extreme things will turn against each other” and “excessive things will not be as good as others”. The excessive consumption of the earth by human beings is giving rise to human beings. The most direct and obvious experience of retaliation is extreme climate change. Environmental change is seriously affecting human well-being (Whitmarsh, 2010). Few people consider the positioning of carbon and energy in daily life and decision-making (Seyfang, 2007). Sustainable development teaching starts with children, and low-carbon education is a key element. More than one third of carbon emissions in many developed countries come from private travel and domestic energy use. (Defra, 2007) Traditional oral or textbook education is obviously not suitable, so the purpose of this study is to explore how to implement low-carbon education in schools. Mainly through literature and interviews, effective low-carbon education mainly includes: first, based on curriculum standards, scientific teams and interested students to participate in the implementation of school-based curriculum development. Secondly, schools and the government cooperate to encourage and support low-carbon research, including research projects for teachers and students. Third, lead students to visit environmentally friendly enterprises, such as New Energy Automobile Company, feel the friendliness of low carbon on the spot, and realize the social and environmental benefits of using low carbon technology (Tang, 2011). Fourth, encourage students to volunteer to participate in community low-carbon propaganda activities to promote low-carbon concept for community citizens, such as low-carbon tourism (Fan, 2010). In implementing low-carbon education, we should hold such a big idea and realize the transformation from self-centered, group interests and national interests to the earth’s human community and the earth-friendly world.

Zhihong Zhang is a doctoral student of Beijing Normal University, mainly engaged in scientific courses and teaching theory, education measurement and evaluation research. To contact Zhihong Zhang, send an email to zhihong.ok@163.com

2 Responses

  1. Zhihong! I was so excited to read your Poster because I am working on putting together the new Organizational Change course for our EdD program and I am planning on using some aspects of sustainable development as students develop plans for creating organizational change plans that are meaningful, communal, sustainable, etc. I really appreciated this line you shared at the end- “we should hold such a big idea and realize the transformation from self-centered, group interests and national interests to the earth’s human community and the earth-friendly world.” This is helping me reflect toward future students’ final project and how it incorporates the essence of what you are saying! Finally, I also really appreciated your idea of the community of low carbon education and its formulation- this is critical. I wonder if using Funds of Knowledge as one of the frameworks could help also further frame your important work. Thank you so much for your hard work!
    Matthew A. Witenstein, Assistant Professor, University of Dayton, Dayton, Ohio, USA.

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