Personal and Environmental Influences on Education for Sustainable Development: A Survey of Hong Kong Secondary Schools

This study investigates the personal and environmental factors influencing the implementation of Education for Sustainable Development (ESD) within secondary schools in Hong Kong. ESD has emerged as a critical component of quality education, aligning with the goals of the 2030 Agenda for Sustainable Development (UNESCO, 2018). In light of pressing global challenges, including climate change, social inequality, and resource depletion, there is an urgent need for educational frameworks that promote sustainable practices (Ferguson et al., 2021; Pauw et al., 2022). While many schools globally are integrating ESD principles into their curricula to empower students to engage with complex environmental, social, and economic issues (Kopnina & Meijers, 2014), existing literature has primarily focused on students' understanding and learning experiences of sustainability (Ferguson et al., 2022; Sinakou et al., 2017). This study seeks to address a notable gap by examining how teachers' personal factors—such as beliefs, attitudes, knowledge, and self-efficacy—interact with various environmental factors, including physical, social, cultural, and regulatory contexts, to shape the effectiveness of ESD implementation. Utilizing a social cognitive theoretical framework (Schunk & DiBenedetto, 2020), we employed a quantitative approach, gathering 80 valid responses through a Qualtrics questionnaire distributed to secondary school teachers across Hong Kong. Preliminary findings indicate that personal factors, particularly teachers' beliefs, attitudes, and knowledge, play a critical role in influencing the engagement and implementation of ESD. These personal factors are essential in shaping educators' commitment to integrating sustainability principles into their teaching practices. Concurrently, the environmental context—including policies and regulations, as well as the cultural and social environment—significantly affects the effectiveness of sustainable educational practices and overall school operations. These environmental factors can either facilitate or hinder the implementation of ESD initiatives within schools. Understanding the interplay between these personal and environmental factors is vital for enhancing educational practices, improving school operations, and fostering community collaboration in sustainability initiatives. By addressing both dimensions, this research contributes valuable insights into the dynamics of ESD within the Hong Kong educational landscape, emphasizing the importance of targeted strategies for more effective implementation.