Lighting the way: How FLASS sparks sustainability for the next generation

Professor Keith Ho Wing-kei, a distinguished scholar and Head of the Department of Science and Environmental Studies (SES), has built a remarkable career in chemistry and environmental research. His expertise covers a wide range of fields, including environmental remediation, nanotechnology, solar photocatalysis, air pollution control, indoor air quality, and science education.

Professor Ho is passionate about scientific research, particularly projects that address environmental crises. His outstanding achievements have earned him a place among Stanford University’s top 2% of scientists, as well as the prestigious title of Clarivate Analytics Highly Cited Researcher for four consecutive years. His inventions in air purification and disinfection technology have received numerous international accolades, including the Gold Medal at the International Invention Innovation Competition in Canada in 2018. He holds more than 10 patents across Europe, Hong Kong, mainland China and the United States. In addition to his research and inventions, Professor Ho is a dedicated science educator.

Professor Ho was appointed as Sustainable Development Goals (SDG) Coordinator of FLASS in February 2025, where he oversees the implementation of the University’s sustainability initiatives within the faculty. In this issue of FLASS FORWARD, Professor Ho discusses the origins of the United Nations’ 17 Sustainable Development Goals (SDGs), their objectives, and the University’s long-term strategy for achieving them. He also shares his vision for a sustainable and equitable world.

A1: The United Nations (UN) adopted the 17 SDGs in 2015 as part of the 2030 Agenda for Sustainable Development. These goals build upon and expand the eight Millennium Development Goals (MDGs), which were in place from 2000 to 2015. While the MDGs achieved significant progress in alleviating extreme poverty, combating hunger, improving access to education for girls, and protecting the planet, the 17 SDGs set out an even more ambitious agenda for 2015 and beyond.

In essence, sustainable development refers to progress that meets the needs of the present without compromising the ability of future generations to meet their own needs. To achieve this, the SDGs provide a comprehensive framework to address pressing global challenges such as poverty, inequality, climate change, and environmental degradation, ensuring a sustainable future for humanity. The 17 goals are designed to promote environmental sustainability by ensuring that natural resources are managed responsibly and preserved for future generations. At the same time, the goals aim to stimulate economic development, ensure equality, and create sustainable employment opportunities, all of which are essential for long-term prosperity.

Each of the 17 SDGs has specific targets and indicators, offering a shared framework for countries to eradicate poverty, ensure prosperity, and protect the environment for all people. These goals are formulated in accordance with five core values—people, planet, prosperity, peace and partnership (the 5Ps). Together, they seek to create a more just, equitable, and sustainable world, encompassing economic, social, and environmental progress, for both humanity and the planet.

A2: The SDGs extend well beyond environmental sustainability because they recognise that genuine sustainability involves interconnected economic, social, and environmental dimensions. While environmental protection is crucial, which is addressed by goals such as Climate Action, Life Below Water, and Life on Land, the 17 SDGs also aim to eradicate poverty and hunger, ensure good health and quality education, achieve gender equality, promote decent work and economic growth, reduce inequalities, and foster peaceful and inclusive societies. This comprehensive approach acknowledges that a truly sustainable future requires addressing a broad spectrum of human needs and societal challenges, not just environmental issues.

A3: Under the UN’s framework, the SDGs encompass economic, social, and environmental dimensions. Sustainable development cuts across many areas, including environmental, economic, social, cultural, and technological aspects of human society. Universities are unique in bringing together experts from diverse academic fields to brainstorm ideas, generate new knowledge and inventions, and provide the arguments and evidence needed to inform public policy. By strengthening cross-disciplinary research both within individual universities and in collaboration with other higher education institutions, the sector can maximise its intellectual resources to propose actionable strategies for a more sustainable and equitable future.

Universities are also where future educators, policymakers, corporate executives, business leaders, and government officials are nurtured. Owing to this vital educational role, higher education institutions have a responsibility to raise awareness among students about the importance of achieving a sustainable future. This can be accomplished by equipping students with the knowledge and skills to stay ahead of sustainability trends, enabling them to champion sustainable practices within their families, social circles, communities, and workplaces.

To this end, universities should develop new courses on sustainability and revise existing ones to reflect the latest needs, and integrate these courses into their curricula. Actions speak louder than words: it is equally important to foster a culture of sustainability on campus. With the right curriculum and campus culture in place, we can equip future generations with the knowledge, skills, attitudes, and values necessary to address the diverse challenges of sustainable development.

A4: In a concerted effort to prioritise and advance sustainability, the University established a Task Force on Sustainable Development Goals last year. Chaired by EdUHK’s President, the Task Force demonstrates our commitment to the sustainability cause at the highest level. The Task Force held its first meeting on 21 March 2024, signalling the commencement of focused action towards integrating the 17 SDGs into the University’s strategic plan.

The 2nd meeting of the Task Force, held on 27 September 2024, confirmed a three-year action plan designed to enhance EdUHK’s impact on society through research, education, innovation, and community engagement. We aim to achieve this by involving staff, students, alumni, stakeholders, and the broader community in thoughtfully designed SDG-aligned projects. Another objective of the plan is to improve EdUHK’s position in the QS World University Sustainability Rankings and the Times Higher Education (THE) Impact Rankings by strengthening the reporting of our sustainability initiatives.

Looking ahead, EdUHK’s Strategic Plan 2025–2031 announced in May 2025, outlines the University’s development direction for the next six years. The plan presents a forward-looking vision of education, with a strong emphasis on innovation, sustainability, and collaboration. Of the four key areas identified in the plan, one is dedicated to making significant contributions to sustainable development.

The UN’s 17 sustainable development goals call for action to address global challenges, ensure peace and prosperity for all, and safeguard the planet. Among these goals, EdUHK has highlighted four to guide its strategic development: Good Health and Well-Being (SDG 3), Quality Education (SDG 4), Sustainable Cities and Communities (SDG 11), and Partnerships for the Goals (SDG 17). Naturally, the remaining SDGs also inform our efforts to create a sustainable future.

The University is actively engaged in research and knowledge-transfer projects related to various SDGs. We also place great importance on partnerships and collaborations to promote these goals. On the teaching front, EdUHK is conducting a comprehensive review and enhancement of its curriculum to better align with the UN’s 17 SDGs. This review aims to maximise EdUHK’s positive impact on students and the wider community.

A5: EdUHK is a staunch advocate of a green campus. We strive to meet the city’s target of achieving carbon neutrality by 2050. Guided by our vision of zero net carbon emissions, our campus management policies also focus on air quality improvement, waste reduction, energy saving and water conservation.

This year, it is EdUHK’s turn to be the Convenor of the Hong Kong Sustainable Campus Consortium (HKSCC). Established in 2010 by the heads of the eight publicly-funded universities in Hong Kong in response to the global call from higher education institutions on climate change and sustainable development, the consortium serves as a communication platform for these institutions to share best practices and implement coordinated policies aimed at achieving carbon neutrality by 2050.

A6: I believe aligning our strategic development with THE and QS Sustainability rankings can enhance awareness of sustainability among all members of the University. It can motivate us to integrate sustainability into our core values and operations.

Both the THE Impact Rankings and QS World University Sustainability Rankings have sophisticated assessment systems. THE assesses a higher education institution based on four broad areas: research output, stewardship practices, community outreach, and teaching initiatives. It uses carefully calibrated metrics across these four broad areas to assess an institution’s performance in achieving various SDGs. A university’s total score in a given year is calculated by combining its score in SDG 17 with its best three results on the remaining 16 SDGs. As explained above, EdUHK focuses on SDG 3, SDG 4, and SDG 11 in addition to the mandatory SDG 17.

For instance, the metrics for SDG 4 (Quality Education) include “Research on Early Years and Lifelong Learning Education”, “Proportion of Graduates with Teaching Qualification”, “Lifelong Learning Measures”, and “Proportion of First-generation Students”. THE’s Impact Rankings employ similar metrics when evaluating an institution’s performance regarding other SDGs.

QS World University Sustainability Rankings evaluates an institution’s performance based on its environmental impact (45%), social impact (45%), and governance (10%). Overall scores of the first two assessing criteria are further broken down into various sub-scores. For instance, the 45% of environmental impact is composed of environmental sustainability (15%), environmental research (13%), and environmental education (17%). Metrics of sub-scores under social impact (45%) include equality (12%), knowledge transfer (10%), impact of education (7%), employability and opportunities (11%), and health and wellbeing (5%). (Note)

A7: The Department of Science and Environmental Studies (SES) is well positioned to advance EdUHK’s environmental sustainability agenda, thereby supporting the University’s performance in international sustainability rankings such as THE and QS.

On the research front, SES comprises a dynamic team of chemists, biologists, physicists, STEM education specialists, and sustainability education experts. The department conducts foundational scientific research in areas such as biodiversity, environmental degradation, and natural resource management, all of which align closely with key SDGs, including SDG 7 (Affordable and clean energy), SDG 11 (Sustainable cities and communities), SDG 14 (Life below water), and SDG 15 (Life on land). The findings from this research provide policymakers with evidence-based strategies to address environmental challenges and promote sustainability.

The UN’s SDG 17 (Partnerships for the goals) emphasises collaboration between parties with varying resources and at different stages of sustainability development. Recently, SES partnered with universities in countries that are relatively less advanced in environmental conservation, such as Sri Lanka, Indonesia, Malaysia, and Nepal, to launch an air pollution monitoring and advocacy programme. Many developing countries in Asia are experiencing rapid urbanisation. However, due to low public awareness and insufficient environmental infrastructure, poor air quality has become a significant environmental concern in these regions.

As part of this joint programme, Dr Deng Wenjing and I travelled to Sri Lanka last autumn to conduct educational and promotional activities related to indoor air quality (IAQ). In the long term, we plan to collect air samples with the help of our local partners to support large-scale air pollution research. We will also share our findings with them, helping these countries to enhance their environmental protection efforts.

My department is also actively organising and supporting projects that enhance our students’ sense of sustainability. A recent example is the “Earth Academy - ESG (Environmental, Social and Governance) Youth Leadership Training” 2024 pilot programme, organised by Friends of the Earth (HK) and supported by SES and the Center for Environmental and Sustainable Development (CESD).

Through a two-day visit as part of the programme, 40 SES students explored sustainable development initiatives, such as low-carbon technologies, in the Greater Bay Area. Drawing on their observations from the tour, the students then designed and led GREEN STEAM experimental classes for local primary and secondary school students. The response to the programme has been very positive, with all participating students and teachers expressing satisfaction. They affirmed that the classes effectively raised their awareness of climate issues.

In 2025, the Earth Academy-ESG programme has received over HK$1 million in funding to expand field trips and exchange activities, enhance the development of GREEN STEAM teaching materials and resources, and increase scholarship opportunities. A total of 120 students from various programmes at EdUHK have enrolled in the programme.

A8: Sustainability challenges are intricately linked across social, economic, and environmental dimensions. Housing four academic departments and three research/resource centres, FLASS covers a broad spectrum of subjects, ranging from science and environmental studies to social sciences, mathematics, information technology and data science, AI and educational technology, policy studies, and health and physical education. This academic diversity at FLASS enables us to produce high-quality cross-disciplinary research to address various SDGs in a holistic manner.

The Department of Social Sciences and Policy Studies (SSPS) is home to specialists in gender studies, geography, climate science, sociology, community studies, sustainable tourism, urban ecosystems, business and finance, and so forth. The Department of Health and Physical Education (HPE) boasts a team of experts in sports, health, and well-being. With such a diverse team, FLASS provides an enabling environment for interdisciplinary collaboration. These research collaborations allow for a comprehensive understanding of sustainability issues, not only in terms of environmental conservation, but also poverty, gender equality, quality education, public health, and well-being, among many others. The research output leads to innovative and well-rounded solutions to address ongoing challenges.

The Department of Mathematics and Information Technology (MIT) provides significant strength to FLASS through its expertise in information technology and data science, and AI and education technology. In a world where AI is increasingly integral to solving complex problems, MIT experts contribute to various sustainability initiatives by utilising big-data analytics and other AI tools. Education technology specialists from MIT also employ innovative methods to teach sustainability concepts effectively.

Additionally, the faculty offers numerous PGDE and professional development programmes for in-service teachers, as well as undergraduate programmes for senior-year admissions. These programmes offer valuable opportunities for young working adults to pursue university education and support lifelong learning, which is a key driver for SDG 4 (Quality education).

A9: As the SDG Coordinator of the faculty, I need to drive the integration of the SDGs into our curriculum, research, and community engagement to foster a culture of sustainability, and ensure that our faculty contributes meaningfully to the University’s sustainability and rankings agenda.

Given Hong Kong’s aim to reach carbon neutrality by 2050 and China’s by 2060, it is evident that Hong Kong requires a more systematic and comprehensive approach to advocate sustainable development, including a sustainable curriculum for higher education institutions, secondary, and primary schools in the city.

In the last decade, we have seen a heightened sense of sustainability in our primary and secondary schools. While this is encouraging, it also raises higher expectations for EdUHK’s students, most of whom will join the teaching profession after graduation. To fulfil our responsibility to train sustainability-savvy educators, FLASS needs to strengthen our curriculum by integrating sustainability principles across all disciplines within our faculty.

FLASS researchers have been working diligently in areas such as good health and well-being (SDG 3), quality education (SDG 4), and sustainable cities and communities (SDG 11). That said, we must redouble our efforts to broaden our research scope to cover even more topics within these three SDGs and beyond.

FLASS has a tradition of welcoming research students from developing countries such as Bangladesh, Myanmar, and Nepal. Studying in a sustainability-conscious environment at FLASS will undoubtedly enhance their knowledge and awareness, which in turn helps to promote sustainable practices and innovative solutions in their home countries. We should certainly continue this tradition.

Achieving all 17 SDGs requires a wide range of knowledge, including expertise in education, public health, policy studies, sciences, and the humanities. As an environmental scientist, there are many areas within the 17 SDGs that I am not familiar with. I rely on the advice and contributions of my colleagues across different departments within FLASS. By working together, we can devise more innovative sustainability practices and create effective solutions for our planet’s pressing environmental issues, as well as other social and economic sustainability challenges.

A10: The 2030 agenda sets out the priority tasks in poverty, inequality, climate change, environmental degradation, peace, and justice that all nations must address. The interlinked goals outlined in the agenda are designed to ensure a more sustainable future —economically, socially, and environmentally—for people and the planet. We all have a role to play in the journey towards sustainable development. Each of us—governments, businesses, and individuals—can contribute to preserving our planet and ensuring a better future for humanity.

The UN aims to achieve all 17 SDGs by 2030. With only five years remaining, this is unquestionably a daunting task that requires significant effort and commitment from every person and nation. The higher education sector plays a crucial role in this endeavour. We must dedicate ourselves to research that addresses SDG-related challenges. Furthermore, we should promote sustainable practices on campus, enrich students’ knowledge of sustainability, engage them in SDG-related projects, and partner with local communities to advance the cause.

Every small deed adds up to create a significant impact. As an educator, I believe in the transformative power and ripple effect of education: the key to success is to nurture the next generation with the knowledge, skills, and, most importantly, values, necessary to champion sustainability. As for you, you can contribute significantly to the SDGs by adopting small sustainable practices. This could begin with learning about the SDGs and identifying concrete ways to integrate them into your daily life. Consider making sustainable choices in consumption, transportation, and energy use. Support responsible businesses committed to sustainability, volunteer your time and skills to relevant organisations, and spread awareness within your circles. All of these are meaningful actions that will bear fruit one day.

Note: EdUHK made its debut in the QS World University Rankings announced in June, placing 530th in the 2026 edition. The ranking puts the University in the top 35% in the world, 161st in Asia and 7th in Hong Kong.