Education for sustainability as a way-out to nurture citizens: a reframing in policy practices of Chinese higher education

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Chong Xiao, Xiaoxin Du
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Abstract

PurposeThis study examines education for sustainability (EfS) within the Chinese context, to specifically enrich the understanding on how EfS is structured and implemented to nurture citizenship in the policy practices of universities in Mainland China and Hong Kong.Design/methodology/approachA cross-case analysis is recruited to examine the commonalities and differences between two universities and identify patterns in cultivating sustainability citizenship within higher education institutions (HEIs) in China. Data were collected through reviewing documents, including two universities’ strategic plans, action plans, department meeting memos, program introductions, course outlines and publicity coverage. Observation was also adopted to enrich the data for analysis, covering meetings, speeches by senior management, university events and informal conversations about university operations.FindingsCitizenship and sustainability in university strategic planning, curriculum and instruction, carriers of EfS institutionalization, and resources and impacts of EfS beyond the institutes were analyzed in a comparative manner, offering valuable insights into how EfS can be institutionalized in different universities based on their unique appeals, existing curriculum and management systems.Originality/valueBy exploring these intra-national distinctions in EfS, the study sheds light on the variation within China's citizenship education, which is traditionally seen as highly unified with limited room for differences. The detailed exploration of university strategies and program/course content enriches the literature of sustainability as an educational phenomenon on an international scale and modernized citizenship education in China.
可持续发展教育作为培养公民的出路:中国高等教育政策实践的重构
本研究探讨了中国背景下的可持续发展教育(EfS),以具体丰富对中国大陆和香港高校在政策实践中如何构建和实施可持续发展教育以培养公民意识的理解。设计/方法/途径 采用交叉案例分析法,研究两所高校的共同点和不同点,并找出中国高等教育机构在培养可持续发展公民意识方面的模式。通过查阅两所大学的战略规划、行动计划、部门会议备忘录、项目介绍、课程大纲和宣传报道等文件收集数据。研究结果通过比较分析大学战略规划、课程与教学中的公民意识与可持续发展、校外实践活动制度化的载体、校外实践活动的资源与影响,为不同大学如何根据其独特的诉求、现有的课程和管理制度进行校外实践活动制度化提供了有价值的见解。独创性/价值 通过探讨 EfS 的国内差异,本研究揭示了中国公民教育的内部差异,而中国公民教育历来被视为高度统一,差异空间有限。对大学战略和项目/课程内容的详细探讨,丰富了有关可持续发展这一国际教育现象和中国现代化公民教育的文献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.50
自引率
0.00%
发文量
10
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