College students are pro-environment but lack sustainability knowledge: a study at a mid-size Midwestern US university

Abstract

PurposeThe purpose of this study is to examine the differences in sustainability knowledge, behaviors and attitudes among college students and to estimate the influence of knowledge of sustainability on students’ sustainable behaviors.Design/methodology/approachA cross-sectional online survey was used to collect quantitative data on sustainability knowledge, behaviors and attitudes among 291 undergraduate college students at a mid-size Midwestern US university. This study used a structural equation model to answer the research questions.FindingsIn all, 291 students completed a sustainability attitudes and behaviors survey. The results of this study show sustainability knowledge is poor (average score 5.3/10). Statistical modeling indicates positive influence of economic attitudes on sustainable behaviors; however, ecology and social attitudes were not associated with sustainable behaviors. Furthermore, those with greater sustainable knowledge engaged in fewer sustainable behaviors.Practical implicationsSustainability and/or wellness initiatives can provide education targeting actionable behaviors college students can make to reduce their carbon footprint, including washing clothes in cold water, limiting red meat consumption, recycling, reducing food waste and taking shorter showers. Sustainability initiatives such as organizing a recycling competition and coordinating volunteers for local clean-up days and events such as Earth Day celebrations offer opportunities for collaboration between campus departments and engagement and socialization among students, staff and faculty. The inclusion of sustainability in college curricula may increase students’ knowledge, develop critical thinking skills and self-efficacy related to sustainability and promote climate action.Originality/valueFirst, this study adds to the literature in terms of the use of structural equation modeling. Second, this study’s results indicate a dissociation between positive sustainable attitudes as they relate to sustainable behaviors. Why is it that students think the environment is important yet do not place importance on sustainable behaviors? These issues are highly relevant and present opportunities for future research and interventions aimed at increasing sustainable behaviors.