4 outstanding cases of environmental education in Japan and Asia

Everyone needs to be aware of the importance of environmental issues, including climate change, of which we are all a part. Environmental education is one essential path to raising the interest of the next generation of children.

UNESCO states that good environmental education is learning that develops social, emotional, and behavioral skills in addition to cognition. On the other hand, according to a survey of UNESCO member countries, environmental education in the world today emphasizes more cognitive learning and less practical education, such as participation in action projects and other types of interactive and holistic teaching methods.

Here are some examples of practical environmental education conducted in Japan and in Asia.

Six years study of the tidal flats of Tokyo Bay (Tokyo, Japan)

Since about 25 years ago, Kaneda Elementary School in Kisarazu City has been conducting environmental education every year for all grades on the theme of “Banzu Tidal Flats,” which is the only existing natural tidal flat in Tokyo Bay.

The area of ​​Banshu Tidal Flats is 1,400 hectares, the largest in Tokyo Bay. It is a salt marsh where river water and seawater mix, and many creatures and plants such as crabs, gobies, and shellfish are peculiar to this habitat. However, there are few legal restrictions, and the inflow of marine plastic waste is also a problem.

Therefore, Kaneda Elementary School sets a theme for each grade and provides consistent environmental education for six years. In the 1st and 2nd grades, students become familiar with the tidal flats through play and fun. For the 3rd and 4th grades, they observe the creatures of the tidal flats. Finally, in the 5th and 6th grades, they deepen their understanding of the tidal flats and the global environmental issues by cleaning up the tidal flats.

Through the various experiences offered to the six grades, students will be able to familiarize themselves with the tidal flats, deepen their understanding, and learn about the rich ecosystem and characteristics of the tidal flats in their area. In addition, it is an effective activity that creates attachment to the community and interest in environmental issues.

Asaza Project, in which more than 200 schools have participated (Ibaraki, Japan)

In Kasumigaura, Ibaraki Prefecture, more than 200 schools have participated in the Asaza Project.

Asaza was originally a pretty flower that blooms in Kasumigaura, but faces extinction due to the deterioration of the lake environment. In 1995, locals decided to take action, and elementary school students responded to it.

Elementary schools in the entire Kasumigaura basin plant asaza as part of the school’s comprehensive learning. Children will think about the ideal of a sustainable, sound material-cycle society that coexists with nature, taking the opportunity of the familiar environment of Kasumigaura.

Education to develop Green Leaders (Bali, Indonesia)

The Green School, the winner of the 2012 “Greenest School on Earth” award, is an international school founded in 2008 in Bali, Indonesia. With the vision of nurturing green leaders, the Green School offers classes to foster entrepreneurship in addition to regular subjects.

Through project-based learning, students are encouraged to take the initiative and communicate with teachers, community members, parents, and professionals to think about how they can raise funds to give back to the stakeholders and impact the environment. This is a great way to get involved with the community and learn more about the environment. Other distinctive curricula include Green Studies, Environmental Science, and Creative Arts.

They can also practice environmental conservation in their school life. For example, the electricity used in the school is generated by solar power and hydroelectric power (using river water,) and the buses to and from school are fueled by biofuel produced on campus at the initiative of high school students. Composting toilets are used, and students can learn about the cycle of life by growing and eating vegetables using compost made from their waste.

Student-centered learning through the Eco committee (Brunei)

Jerudong International School in Brunei is a British international boarding school surrounded by the world’s oldest rainforest and the South China Sea. They have a student-led Eco committee, where students between the ages of 11 and 18 are assigned to one of 16 Houses, each of which has a House Eco Representative and a Deputy House Representative who promote SDGs. Students personally promote sustainable change on campus by being assigned to one of these Houses. The House Eco Representative and Vice Representatives have participated in a wide range of activities, including recycling, energy conservation, “beach cleanups,” and tree planting.

The “Green Business Challenge” has 16 Houses competing for the most sustainable green business prize. In 2019, Hawk House and Osprey House won the prize for selling honey made with no-sew honey. Other Houses also use surplus coconut shells to make coconut bowls, and students learn to connect with nature and business through their ideas.

The importance of practical environmental learning

Llearning in a recycling environment naturally forms a sense of value that sustainability. Practical learning that juxtaposes the environment and business fosters the students’ ability to think independently.

Environmental issues are expected to accelerate further in the future. Although there are many challenges, such as social and political barriers, lack of support for environmental learning at home and school, and lack of teacher training, the world must cooperate in making environmental education mandatory and producing curricula as soon as possible.