The increasingly aging population and low birth rate have reduced the number of available students, ultimately causing many remote schools to close. However, remote schools differ from schools in urban areas, which have abundant natural and human resources. In order to understand the problems and perspectives of schools and local areas, this project investigates 10 schools over two years using interview, environmental, behavior observation, and survey methodology. The findings include: (1) Abundant natural and human resources exist around remote schools. The adjustment of unused spaces within remote schools can provide a better shared open space for public use while serving sustainable purposes. (2) Comprehensive planning should consider three levels—school buildings, campuses, and surrounding areas—in order to provide multiple learning experiences for environmental learning and protection.(3)Through collaboration between school and community, resources can be shared, culture can be preserved, and self-confidence can be strengthened, thereby helping the local area develop a sustainable community. (4) Manpower in the community, especially elders, offers an effective group of people who can assist with related activities if given adequate training. These people also can help both the school and community continue to develop. (5) Natural ecology and practical experiences are the most popular courses because students can gain real experience and deeper understanding.
|Keywords:||Sustainable Education, Sustainable Campus, Remote School, Community School, Environmental Education|
Assistant Professor, Graduate Institute of Architecture and Sustainable Planning, National Ilan University, Ilan, Taiwan
Ph.D Student, Rockefeller College of Public Affairs and Policy, SUNY at Albany, Albany, NY, USA
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