Introduction

In the concrete jungle of Hong Kong, the relationship between animals and humans is becoming increasingly tense. On one hand, cases of animal abuse and irresponsible abandonment occur frequently; on the other hand, societal concern for animal welfare is rising, yet there is a lack of systematic cultivation of values. The ongoing discussions about amending the Prevention of Cruelty to Animals Ordinance focus primarily on penalties and enforcement, which are certainly important, but laws ultimately set the minimum standards of morality and are remedial rather than preventive. To fundamentally establish a society that respects life, the key lies in “educational prevention.” We must systematically and comprehensively integrate animal welfare education into the formal curriculum of primary and secondary schools, sowing the seeds of empathy and responsibility in the hearts of the next generation.

• Status Review: The Gaps and Opportunities in Animal Welfare Education in Hong Kong
  
  As of 2014, animal welfare has not been established as an independent or mandatory learning area within Hong Kong’s school curriculum. Related content is only sporadically found in primary general studies or secondary biology and ethics classes, mostly focusing on knowledge transmission (such as animal classification and physiological structure) or viewing animals as part of an ecosystem. There is little discussion of animals as independent sentient beings with perceptions, emotions, and welfare needs, let alone nurturing students’ care and moral responsibilities toward them.
  
  This gap leads to several serious issues:
  
  • Cognitive and Emotional Disconnection: Students may memorize ecological knowledge but are unable to view animals as sentient companions capable of feeling pain and fear, making it difficult to convert knowledge into compassionate behavior.
  • Delayed Value Development: In the face of constant societal animal welfare issues, adolescents lack a solid framework for value judgment, making them susceptible to biased information or extremist views.
  • Missed Educational Golden Period: Research indicates that early childhood is a critical stage for developing empathy and prosocial behaviors. Missing systematic guidance during this phase makes it significantly harder to change attitudes in adulthood.

Fortunately, local academia has begun exploring viable paths. The University of Hong Kong’s research team recently initiated the “Dog Reading Program,” which is an inspiring pilot study. This program incorporates trained “reading dogs” into primary school curricula, allowing students to learn emotional management and empathy through safe interactions with animals and themed reading of picture books. Preliminary research results are encouraging: participating students showed significant improvements in cognitive abilities and empathy, with decreased hyperactive behaviors. This empirical study robustly demonstrates that structured animal welfare education is not only feasible but can also have a positive impact on students’ overall development.

• Conceptual Inspiration: Animal Welfare Education is an Indispensable Part of “Holistic Education”
  
  Animal welfare education is not merely a slogan of “caring for animals” but a deep-rooted form of “humane education.” Its core lies in cultivating compassion and empathy for animals, others, and the environment, helping children become less self-centered and more aware of the interactions between humans and animals in the ecosystem. This aligns closely with the globally advocated concepts of “social-emotional learning” (SEL) and “One Health.”
  
  • Integration with Social-Emotional Learning (SEL): SEL aims to enhance students’ self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Animal welfare education serves as an excellent vehicle for implementing SEL. For example, by learning to understand animals’ body language (such as fear and relaxation), students can strengthen their observation skills and social awareness; through taking responsibility for caring for classroom pets (such as a school “pet corner”), students can learn how to manage emotions and cultivate responsibility and patience.
    
  • Practicing the “One Health” Concept: This concept emphasizes the interconnectedness of human, animal, and environmental health. Animal welfare education helps students understand that caring for farm animals, ensuring the welfare of laboratory animals, and protecting the habitats of wildlife are not only about the animals themselves but also directly influence public health, food safety, and ecological balance, thereby cultivating their holistic global citizenship perspective.

In Taiwan, higher education has already classified “Animal Welfare” as a mandatory general education course, systematically exploring welfare issues for economic animals, laboratory animals, and companion animals. This shows that systematizing and subject-specific teaching of animal ethics and welfare is entirely feasible. Hong Kong’s primary and secondary education should seize this opportunity to lay the groundwork from the foundational stages.

• Action Blueprint: Customized Curriculum Implementation Strategy for Hong Kong
  
  To successfully incorporate animal welfare education into the formal curriculum, it cannot be merely a one-off seminar or extracurricular activity; it requires a systematic framework that connects vertically and horizontally. We propose the following specific implementation strategies:
  
  • Curriculum Framework Design: Phased and Modular
    
    • Primary Stage (Lower Primary): Centered on “Perception and Caring.” Through picture books, stories, multimedia, and safe animal interactions (such as observing school pets), students are guided to understand animals’ basic needs, emotional expressions, and to establish initial empathy and responsibility. The “Dog Reading Program” model can be referenced to develop culturally appropriate teaching materials.
    • Primary Stage (Upper Primary) to Junior Secondary: Centered on “Understanding and Responsibility.” The curriculum can integrate general studies, biology, and geography to explore deeper topics such as pet owner responsibilities (including microchipping and the importance of spaying/neutering), causes of stray animals, protection of local wildlife, and the ideas of “no releasing” and “no abandonment.”
    • Secondary Stage: Centered on “Critical Thinking and Action.” A dedicated module on animal ethics can be established within subjects like ethics and religion, biology, or general education. Students are guided to critically reflect on the tensions between animal welfare, economic development, scientific research, and cultural traditions, and are encouraged to participate in community animal protection volunteerism or issue studies.
      
  • Teacher Training and Resource Support
    
    Teachers are key to successful implementation. The Education Bureau should collaborate with universities and animal welfare organizations (such as the Hong Kong Society for the Prevention of Cruelty to Animals) to provide systematic animal welfare education training workshops for in-service teachers and teacher trainees. At the same time, an official Animal Welfare Education Teaching Resource Manual should be compiled, providing vetted lesson plans, audio-visual materials, and practical activity guidelines to ease teachers’ preparation workloads.
    
  • Establish Cross-Departmental Cooperation and Campus Culture
    
    • Policy Collaboration: The Education Bureau should coordinate with the AFCD, FEHD, and other departments to clearly list life education and animal welfare as reference indicators in school development and assessment.
    • Creating a Friendly Campus: Encourage schools to establish “pet corners” where conditions permit, allowing students to take turns caring for animals under teacher supervision, transforming theoretical knowledge into concrete caring actions. Meanwhile, comprehensive school animal management and welfare guidelines should be developed to set an example for all staff and students.

Conclusion

Legal penalties can set the baseline for behaviors, but only education can elevate the moral standards of society. As an international metropolis, Hong Kong’s level of civilization should not only be reflected in economic indicators and skyscrapers but also in its attitude towards the weakest of lives. Incorporating animal welfare education into the primary and secondary school curriculum is one of the most important investments for the future. It invests not only in the welfare of animals but also in the moral quality of our next generation—cultivating citizens who possess greater empathy, responsibility, and ecological wisdom.

We earnestly urge the SAR government, the education sector, and all sectors of society to recognize the urgency of this issue and take immediate action.