University student A | University student B | University student C | University student D | |
Backgrounds | Minored in sustainability; mainly formal ES learning | Minored in music; mainly formal ES learning | Minored in creativity; had authentic ES learning | Minored in creativity; Had working experiences in design |
Views on HC | Big-C conception | Prof-C conception; as artistic pursuit | Little-C and Mini-C conception; as self-actualization; tool for everyday problem-solving | Same as university student C; and had develop metacognition in creativity |
Views on ES | As balance of nature and economies; vegetarian life style; achieved by rule-following approach; based on extrinsic reason (i.e. God’s faith) | As environmental conservation; achieved by rule-following approach; based on extrinsic reason (i.e. saving money); pessimistic view | As construction of future; achieved by creative approach; based on intrinsic motivation; fully optimistic view | Same as university student C, but not so optimistic |
Views on HC-ES relationship | No relationship; No association before interview | Weak relationship; HC sometimes benefit ES; No association before interview | HC-ES as mutually enhancing | Differentiated views; HC-ES as both mutually enhancing and mutually hindering, depending on the contents and contexts |
Views on HC-ES integrated education | Low support; Cannot see its benefit to ES development | Low support | Strong support; the integration benefits both creativity and ES development | Strong support; but need mindful integration; seek balance of knowledge, value and creativity learning in ES education |