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The outbreak of COVID-19 has posed serious challenges to schools and teachers as it forced schools to close and traditional face-to-face teaching was suspended. How did Hong Kong geography teachers respond to these challenges in the first nine months of the outbreak? How did they adapt to the social distancing measures such as school closure? Why did they adapt in the way they did? The researchers interviewed 18 teachers with different lengths of teaching experiences and teaching students of different academic abilities to answer these questions. It was found that even though there were few specific suggestions from the Government and their schools, the teachers interviewed, as a whole, have taken self-initiated steps to adapt teaching strategies and proactively try various means to help their students continue to learn under the constraints of the Pandemic.

Purpose: This paper aims to compare the learning outcomes of gaming simulation and guided inquiry in sustainability education on plastic waste management. The current study targets the identification of success factors in these teaching approaches. Design/methodology/approach: This study used a quasi-experimental design with undergraduate participants who were randomly assigned to an eight-hour sustainability education class using either gaming simulation or guided inquiry. Pre- and post-tests on students' knowledge, attitudes and intended behavior were conducted, followed by individual interviews to provide more detailed reflections on the teaching approach to which they were assigned. Findings: In terms of knowledge acquisition and behavioral changes, the quantitative results suggested that the pre-/post-test in-group differences were significant in both groups. More importantly, a significant positive attitudinal change was observed in the gaming simulation group only. In the interviews, participants attributed effective knowledge acquisition to active learning element in class, while the characterization of cognitive dissonance triggered in the gaming simulation induced subsequent affective changes. Practical implications: Activities in this program can be applied or modified to accommodate differences in other similar programs. The findings can also provide indicators to designs of similar programs in the future. Originality/value: This paper explores plausible factors (ideology and implementation) that contribute to successful sustainability education programs. Through comparison between gaming simulation and guided inquiry, elements for effective education for sustainable development learning in the pedagogical designs are discussed.

An interdisciplinary subject, liberal studies, was introduced as a compulsory and core subject into the New Senior Secondary Curriculum in Hong Kong in 2009 with the purpose of expanding students' knowledge base and increasing their social awareness through investigation into a variety of issues. However, transforming curricular innovations into real classroom settings and maintaining them is a complicated process. This study aimed to investigate, during its first round of implementation, teachers' pedagogical practices in 21 local schools through in-depth interviews and documentary analysis. The results reveal that the school administrators and teachers were more likely to adapt their teaching approaches and teaching materials than their teaching content and assessment. Both good practices and examination-oriented practices in the process of curriculum implementation were evident in this study. These findings contribute to our understanding of the implementation of an interdisciplinary curriculum in examination-oriented systems and inform the practitioners of school-based practices of curriculum implementation.

This study aims to examine the impacts of the inquiry learning strategies employed in a "Plastic Education Project" on primary students' knowledge, beliefs and intended behaviour in Hong Kong. Student questionnaires and a test on plastic types were adopted for data collection. Results reveal that the inquiry learning strategies significantly improved students' knowledge of the types of plastic wastes and their corresponding beliefs. However, the strategies seemed not to change students' intended behaviour regarding plastic waste classification and management. The implications of the study for further learning and teaching in environmental education are discussed.