Factors shaping environmental knowledge concern and behaviour among students in higher education

Abstract

Today the environmental degradation is becoming the buzz word around the globe and this is a matter of great concern for human society. Both developed and under developing countries are facing many problems due to environmental degradation. To combat these problems we need a knowledgeable, concerned and skilled society. Findings revealed that there exists a positively significant relationship between environmental knowledge, concern and behaviour. Results also indicated that most of the students either possess average or below average levels of environmental knowledge, concern and behaviour. Further, results showcase that there were no significant differences found for concern and behaviour on gender, but significant difference exists for knowledge as female students found to be more knowledgeable. In terms of native place, there existed a significant difference in knowledge and concern as students residing in urban areas found to be more environmentally aware and concerned. A statistically significant difference was found on knowledge, but not on concern and behaviour with respect to annual family income. Science students had the highest level of knowledge and concern as compared to students from Social science and Humanities. Modes to impart environmental education found to be a significant correlate of concern and behaviour. Study further revealed that past experience of anti-environment behavior; lifestyles and ecological denial were influential factors to shape environmental knowledge, concern and behaviours. Overall results revealed that more environmental knowledge and concern, low ecological denial, an organized, altruistic and futuristic lifestyles flourish pro-environmental behavior among students. Study suggested that environmental education should be imparted in a way which not only increase knowledge but produce pro-environment behaviour and for this all educational institutions should take necessary steps. newline