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