Environmental education: comparative study of curriculum practices in Guizhou Province, China and in Scotland, UK

Jiang, Ruiqi (2026) Environmental education: comparative study of curriculum practices in Guizhou Province, China and in Scotland, UK. PhD thesis, University of Glasgow.

Abstract

Environmental Education (EE) has become a global priority in the face of escalating environmental crises, yet its interpretation and implementation remain deeply influenced by local cultural and educational contexts. While global discourses advocate for sustainability education, there remains a gap in comparative studies that foreground the perspectives of teachers—those who ultimately enact EE policies and practices in classrooms. This research examines the gap by exploring how primary school teachers in Guizhou, China, and Scotland, UK, comprehend and implement environmental education within their distinct frameworks.
This research applies a qualitative, comparative case study design, informed by six interconnected theoretical frameworks: Constructivist Learning Theory, Ecological Systems Theory, Curriculum Theory, Holistic Education, Confucian principles of harmony with nature, and Xi Jinping’s Ecological Civilisation Thought. Twenty-six semi-structured interviews were carried out with primary school teachers in both regions. The data were analysed using Reflexive Thematic Analysis (RTA), facilitating a detailed assessment of teachers’ values, experiences, and educational approaches.
This research reveals both similarities and differences in teaching methodologies employed in both geographical contexts. Although teachers in both settings demonstrate a robust dedication to environmental principles, their methodologies are influenced by varying curriculum frameworks, pedagogical philosophies, and cultural objectives. Scottish teachers, for example, highlighted student agency, experiential outdoor learning, and interdisciplinary integration, underpinned by frameworks like Learning for Sustainability. In contrast, Chinese teachers emphasised moral education, shared responsibility, and adherence to national policy narratives, embodying both Confucian principles and a political-cultural focus on harmony and compliance.
This research enhances comprehension of the localisation and negotiation of environmental education within culturally unique contexts. It provides guidance for policymakers aiming to reconcile policy with practice, facilitates teacher professional development rooted in cultural contexts, and aids in decolonising global environmental education discourses by recognising non-Western pedagogical frameworks and empowering teacher agency. The results also create new opportunities for cross-cultural discourse and collaboration in sustainability education.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Keywords: Environmental education, cross-cultural comparison, Guizhou Province, Scotland, primary education.
• Subjects: L Education > L Education (General)
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Dunkley, Professor Ria and Moskal, Professor Marta
• Date of Award: 2026
• Depositing User: Theses Team
• Unique ID: glathesis:2026-86156
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 03 Aug 2026 14:30
• Last Modified: 03 Aug 2026 14:34
• Thesis DOI: 10.5525/gla.thesis.86156
• URI: https://theses.gla.ac.uk/id/eprint/86156