Local and scientific knowledges in a place-based sustainability education program: Effects on undergraduates’ connection to a rural area in Hong Kong

Sustainability education needs a holistic approach that includes multiple perspectives, but traditional curricula often prioritize Western scientific knowledge, overlooking local understanding. This gap is particularly evident in Hong Kong, where sustainability education is fragmented and underrepresented. This study examines how engaging a conservationist and a local fisher as guides on place-based field trips to a rural area shaped urban undergraduate students’ sense of place and understanding of a complex sustainability issue in Hong Kong. Using a case study approach, 27 undergraduates participated in field trips to a rural fishpond area, with 13 agreeing to be interviewed. Findings indicate that the conservationist strengthened students’ connection to the biophysical dimension, while the fisher’s narratives engaged them with sociocultural and political-economic dimensions. The competing perspectives encouraged students to reconsider their stance on this sustainability issue, reflecting on the complexity of balancing conservation, cultural heritage, individual livelihood and economic development.