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Though there has been an increased focus on climate change in Hong Kong's educational policy and curriculum over the last decade, little is known about the impact of curricular implementation on young people's environmental and climate change-related views, attitudes, awareness, or behaviors. This paper examines the state of climate change education in Hong Kong based on findings from a multi-pronged investigation. The main research questions addressed are: (1) what are Hong Kong secondary students’ understandings of and attitudes towards climate change issues? and (2) is there any significant difference between students studying in local and international schools in Hong Kong? The paper provides a content analysis of climate change curriculum in local and international schools. It reports on a large-scale survey of international and local school students’ environmental attitudes, and on qualitative interviews of their awareness and behaviors related to climate change. We conclude with reflections on the implications of this study for climate change education in Hong Kong in the future and vital areas for further research. [ABSTRACT FROM AUTHOR]

This study attempted to investigate Hong Kong junior secondary students’ conceptions of China before and after the 1997 handover of Hong Kong to China, with a view to finding out any changes in their conceptions, and if any, the factors that might have contributed to these changes. The study found that, over the years from 1997 to 2009, students still viewed China as backward in many aspects, and still held superficial, fragmentary and even contradictory and inaccurate conceptions of China, but their conceptions were getting more positive and deeper in 2009 than 12 years ago. This paper maintains that students’ greater exposure to China's development in various aspects through various information sources played a prominent role in shaping their conceptions of China. The implications for learning and teaching are discussed. [ABSTRACT FROM AUTHOR]