檔案整理者檀芷晴
提交日期20/08/2017
發佈日期8/2012
研究名稱Global Climate Change and Low-carbon Living: Perceptions of Secondary School Students in Hong Kong
調查、委託機構Hong Kong Baptist University Sino-Forest Applied Research Centre for Pearl River Delta Environment
抽樣方法Stratified Sampling
調查方法Self-administered Questionnaire
訪問對象2010/11 enrolled Secondary School students
樣本數量6190
主要數字、結果撮要

~ On students’ environmental worldview, 85.7% students agreed that “If people don’t change their current ways of living, the Earth will suffer from severe environmental disasters”. 80% students agreed that “People are severely abusing the environment”. 79.5% students agreed that “Plant and animals have as such right as people to live”.

~ On students’ attitude toward nature, 87.7% students agreed that “Every person must work to solve environmental (pollution) problem”. 87% students agreed that “We must use less energy”. 81.6% students agreed that “The world may soon run out of a lot of things (resource)”.

~ About social factors or belief that hinder people from adopting low-carbon behavior(LCB), 63.9% students agreed that “Materialism is the dominant social value in Hong Kong.”. 62.4% students agreed that “Inadequate support from the industrial and business sectors.”. 59.9% students agreed that “Hong Kong society is not yet ready for the LCB lifestyles”.

~ Engagement Index (EI) measures the level of their engagement in the various forms of LCB. This index uses a 5-point scale, on which 1=minimally engaged and 5=very often engaged. For green living habits of students, EI for taking a shower instead of a bath is 4.4. EI for wind dry clothing instead of using a dryer is 4.0. EI for switching off all electrical appliances after use is 3.6.

~ On green consumption habits of students, EI for refusing to use plastic bags is 3.7. EI for using less paper is 3.4. EI for reading newspapers online is 3.1.
有關建議

~ Climate change education (CCE) should be given top priority in the overall environmental education programs in Hong Kong.

~ The fundamentals of CCE should be: (1) education on sustainable development (taking CCE beyond science); (2) education on mitigation that necessitates behavioral changes for the common good; (3) education on adaptation to help to deal with climate changes; and (4) education on disaster risk education (preparing for the worst).

~ CCE should follow a cross-curricular approach that cuts across many disciplines.

~ CCE should be the top priority for the Education for Sustainable Development Theme of the Quality Education Fund of the HKSAR government.
資料來源研究報告
關注課題社會文化與價值
關鍵字環保、氣候變化、低碳生活、污染、綠色消費