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The problem of plastic wastes is serious nowadays worldwide, although plastic wastes recycling is already in practice. To promote sustainability in plastic waste recycling, the quality of wastes collected should be maintained well, resulted from a good recycling practice. This paper aims to study a new plastic recycling bin (PRB) and poster interventions on the enhancement of university hall residential students’ proenvironmental knowledge, attitudes and intended behaviours (KAB) and actual recycling behaviours; informative and feedback posters were used as interventions.

This study adopted a quasi-experimental setting to examine the effects of the new PRB on students’ KAB and actual behaviours in recycling, whereas the quality of the recycled plastic was measured according to the extent of cleanliness (CLE), separation (SEP), compression (COM) and sortedness (SOR).

Results showed that significant positive enhancements in KAB only happened with the use of blended interventions, which included promotion through the PRB and posters, suggesting that the use of the PRB and posters was useful in achieving better recycling behaviour.

Blended intervention study by using new design plastic recycling bin and poster on the effect of students’ proenvironmental and recycling KAB.

This paper aims to explore stakeholder perspectives of the role of a campus eco-garden in education for sustainability (EfS). It will combine the perspectives to highlight a powerful learning environment (PLE) for university students to realize the concept of EfS.

Semi-structured interviews were conducted to reveal stakeholder understandings of a campus eco-garden, as well as its associated expectations of learning activities and education outcomes. Three stakeholder groups were interviewed; designers, educators and environmental and non-environmental subject-related students.

All three stakeholder groups expected cognitive learning of EfS to be enhanced by the eco-garden. The use of affective learning was not strongly expected by the stakeholders. Psychomotor learning was believed to be the most difficult to realize. To fulfill the potential of the eco-garden in EfS, all stakeholders suggested learning activities and roles for both students and teachers. The combined perspectives of the stakeholders helped to visualize a PLE to aid EfS.

This study underlines the importance of effective communication of expectations between stakeholders. It underlines the importance of integrating educational activities with the eco-garden as a PLE, highlighting the roles of teachers and students. It also sheds light on the importance of introducing a cultural component to the EfS program.

This is the first study to apply the PLE theory to enhance EfS with the aid of infrastructure. Both users and designers reveal their views on the planning of the campus eco-garden, especially in its educational function. The study is possibly the first to reveal the differences in expectations between designers and other stakeholder groups (teachers and students) using Könings et al.’s (2005) combination-of-perspectives model.

Since the launch of the Mainland and Hong Kong Closer Economic Partnership Arrangement (CEPA) in 2003, Hong Kong cinema is believed to have confronted drastic changes. Hong Kong cinema is described to be dying, lacking creative space and losing local distinctiveness. A decade later, the rise of Hong Kong – China coproduction cinema under CEPA has been normalized and changed the once pessimism in the industry. The purpose of this paper is to demonstrate how Hong Kong cinema adjusted its production and creation in the first 10 years of CEPA.

Beginning with a review of the overall development, three paradigmatic cases are examined for reflecting upon what the major industrial and commercial concerns on the Hong Kong – China coproduction model are, and how such a coproduction model is not developed as smooth as what the Hong Kong filmmakers expected.

Collectively, this paper singles out the difficulties in operation and the limit of transnationality that occur in the Chinese context for the development of Hong Kong cinema under the Hong Kong – China coproduction model.

This is the author’s research in his five-year study of Hong Kong cinema and it contributes a lot to the field of cinema studies with relevant industrial and policy concern.