Articles
DOI DOI: 10.52380/ijcer.2026.13.2.978

Teacher-Led Initiatives Associated with EE in Kindergartens: A Case Study in Hong Kong

Vicky Wing Kei Wong1
  1. 1 HKCT Institution of Higher Education, Department of Education, New Territories, Hong Kong

Abstract

Environmental education (EE) has become important in early childhood because it equips children with the knowledge that they need to understand how ecosystems function and how to promote sustainability. Despite the significance of EE in early childhood education, it has been challenging for teachers to implement EE activities. This has mainly been caused by insufficient knowledge, practical experience, and confidence. This mixed-method case study examined the impact of a teacher-led initiative designed to support the integration of EE into kindergarten classrooms in Hong Kong. The study relied on data collected from six kindergarten teachers who participated in a professional development programme. Quantitative data were collected using questionnaires, while qualitative data were obtained through observations, field notes, and teacher reflections. According to the quantitative data analysed in this study, participation in the initiative was associated with increases in knowledge and attitudes toward EE, confidence in implementing EE, and improved integration of EE strategies in classroom activities. The Wilcoxon Signed-Rank Test analysis showed that improvement in classroom practice was statistically significant, while increases in knowledge and confidence were a reflection of positive but non-significant trends. Qualitative findings indicated increased teacher awareness of environmental concepts, greater willingness to incorporate EE into daily teaching, and enhanced capacity to design play-based environmental learning experiences. Both quantitative and qualitative findings suggest that professional development, collaborative planning, and reflective practice are critical in supporting the integration of EE in early childhood education. This study used a small sample size and a single design. Therefore, the findings should be interpreted as exploratory and context-specific.

How to Cite

Wong, V. W. K. (2026). Teacher-Led Initiatives Associated with EE in Kindergartens: A Case Study in Hong Kong. International Journal of Contemporary Educational Research, 13(2), 129–140. https://doi.org/10.52380/ijcer.2026.13.2.978
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