How Does a Coastal Private-managed Public School Set Sail in the Wave of Transformative Education?

Transformative education is mandatory for achieving the biodiversity plan. As the section K of the Kunming Montréal Global Biodiversity Framework (KMGBF) states, to effectively implement the framework and achieve behavior change, “transformative education” will require the integration of biodiversity into formal, non-formal and informal education program and curriculum. There are considerable possibilities to transition into transformative education, we need to envision the future, inspect current education systems, and think about what needs to be changed, to be kept and established in order to achieve the transformative education we want. To envision the future for environmental education (EE), the author uses Yue Ming Elementary School which has practiced the Ocean Sustainability Environmental Education in Yilan County, Taiwan as an example to review what approach it takes under the shifting EE, and its interactive relationship with various factors including legislation, changes of parents’ attitude towards education and communities in the social-ecological context. This contribution does not intend to set up a benchmark and tell readers what transformative education should look like. Instead, this work focuses on the interrelationships among diverse factors and provide readers merely one example and one possibility of how EE may and could look like on the pathway to achieve global biodiversity goals.