Summary
Highlights
The presentation introduces a research study on environmental awareness, environmental literacy, and biodiversity conservation practices among college freshmen at Bidong State University. It emphasizes that responsible citizens possess awareness, sensitivity, concern, and motivation for environmental improvement and protection, along with skills to solve environmental problems. Increased knowledge about environmental concerns leads to greater awareness and responsible actions.
Drawing on Palmer and Neil's 2004 model of Environmental Education, the video explains three aspects: education 'about' the environment (awareness, understanding, skills), 'in' or 'from' the environment (learning outside the classroom), and 'for' the environment (nature conservation, sustainable development). Assessing these levels provides baseline data to evaluate environmental education programs and promote environmental stewardship. The study aims to provide information for teachers and administrators to integrate environmental education effectively.
The study's objectives include ascertaining the level of environmental awareness among college freshmen across core messages (balance of nature, pollution, stewardship, fitness of resources, interdependence, biodiversity, stability), their environmental literacy level (knowledge, attitudes, values, application, decision-making skills), and the frequency of their biodiversity conservation practices at home, school, and community. A descriptive method was employed, using questionnaires by Naer (2009) and Baldos Anawan, with 355 freshmen from various colleges participating, alongside a focus group of 10 students.
The interpretation scale for environmental awareness ranged from 'very slightly aware' to 'very much aware'. Across all colleges, the overall mean value for environmental core messages indicated students were 'very much aware', with scores ranging from 4.39 to 4.58. The College of Nursing showed the highest mean score, and the overall average was 4.48, classifying students as 'very much aware'.
For environmental literacy, the interpretation scale ranged from 'absolutely no mastery' to 'mastered'. The overall results indicated 'moving towards mastery'. For biodiversity conservation practices, the frequency scale ranged from 'never' to 'always'.
College freshmen are very much aware of environmental themes and are adequately equipped with understanding and knowledge regarding the seven environmental core messages. However, they have not fully developed the necessary knowledge, attitudes, values, and decision-making skills to respond effectively to present and future environmental issues. Their satisfactory literacy level may not be sufficient to internally motivate positive attitudes and actions toward environmental protection and biodiversity conservation.
Recommendations include encouraging faculty to integrate environmental education into all subject areas, employing innovative teaching strategies to foster mastery of environmental concepts and positive attitudes. Core departments and colleges should conduct more environment-related extension activities involving students. Student organizations are encouraged to collaborate with local government units on extension projects that promote biodiversity conservation and protection in communities.