Effects of Curriculum on Environmental Attitudes: A Comparative Analysis of Environmental and Non-Environmental Disciplines

• Published in: Education sciences 2023-06, Vol.13 (6), p.554
• Main Authors: Fytopoulou, Eleftheria, Karasmanaki, Evangelia, Tampakis, Stilianos, Tsantopoulos, Georgios
• Format: Article
• Language: English
• Subjects: Adolescents; Age; Attitudes; Behavior; Children & youth; Citizen participation; Climate change; Comparative Analysis; Core curriculum; Curricula; Education; Educational Quality; environmental attitudes; environmental awareness; Environmental education; Environmental impact; Environmental protection; Gender differences; Higher education; higher education curricula; Italian language; Knowledge; Longitudinal studies; Natural resources; questionnaire survey; Students; Sustainable development; sustainable education; Teenagers; undergraduate students
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci13060554

To satisfy their ever-increasing needs, humans are constantly exerting excessive pressure upon the environment, while now more than ever, the adoption of new development practices to halt environmental degradation is becoming necessary. Graduates from all disciplines should have environmental awareness, because their decisions as future professionals may affect the environment. If, however, we assume that environmental science graduates possess environmental knowledge, it is worth investigating whether this knowledge affects their environmental attitudes. Hence, the aim of this study is to compare the environmental attitudes of students attending environmental and non-environmental studies. To this end, a comparative study on environmental attitudes was conducted between students majoring in forestry and students majoring in literature studies at one of the largest universities in Greece. That is, the environmental attitudes of students whose discipline was closely related to the environment were compared to the attitudes of students whose discipline was unrelated to the environment. The results showed that students from both disciplines had positive environmental attitudes, but forestry students exhibited a discernibly higher level of environmental awareness, which can be ascribed to their participation in environmentally relevant courses. The insights gains from this study could be particularly useful to education policymakers and curriculum practitioners, since they provide evidence for the potential of curriculum content to shape pro-environmental attitudes.