Abstract
This study examined individual and institutional factors impacting the outcomes of sustainability education in a local university in Hong Kong. Adopting a pre- and post-test design, we found students scored 10.25%, 2.69%, and 0.68% higher on environmental knowledge (p = 0.000), environmental dispositions (p = 0.027), and daily conservation behaviours (p = 0.316), respectively after taking the general education course, “Energy: Today and Tomorrow” at City University of Hong Kong. Advancement in environmental knowledge, stronger environmental dispositions, and pro-environmental behaviours were inter-related and the former was positively associated with the latter. Furthermore, outcomes of environmental education were contingent upon a subject’s learning strategy and socioeconomic status. Policy implications for creating enabling conditions to maximize the benefits of environmental education and pursue Hong Kong’s long term sustainability were also discussed.
Correction Statement
This article has been republished with minor changes. These changes do not impact the academic content of the article.
Notes
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1 Each correct choice was coded as 1 and 0 otherwise. For questions with multiple correct choices, we also coded not-selecting a wrong choice as 1 and 0 otherwise.
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