Abstract
Environmental education and education for the environment today play an important role toward sustainability. Environmental education provided by higher education institutions has an important impact on training and preparing the future generation for a green society. The purpose of this study is to examine the relationship among perception, attitude, and environmental behavior of the university students enrolled in different specialization fields (engineering electrical, mechanical, and economic). A total of 358 students participated in this survey conducted at the North Center University of Baia Mare. To collect data to measure students’ environmental education, perception, students’ attitudes, and behavior a Likert scale was used. In this study, it was revealed that students receiving academic education are involved in activities regarding environmental protection (volunteer, warning, participation, recycling of materials) using the new product and “greener” alternative energy. As a result of the t-test performed, it was put forward that there was no difference in their level of perception regarding the importance of environmental education. As a result of the correlation analysis, a positive relation was identified between the perception, attitude, and behavior variables.
Highlights
The first environmental initiatives appeared about 200 years ago due to the need to rescue endangered species
Literature about environmental education (EE) defines it in multiple ways and, for the purposes of this research, we understand EE to be a collaboration of content and pedagogy that engages students in a study of the environment to “encourage behavioral change and action” [1]
358 students enrolled in North Center University of Baia Mare, Romania gave feedback regarding environmental perception and implication, attitude, and their environmental behavior
Summary
The first environmental initiatives appeared about 200 years ago due to the need to rescue endangered species. People began to understand the need to behave more responsibly towards nature, but the responsibility of man for the protection of the environment is both individual and above all collective: Nature protection engages mutual collaboration and support on the ground, local, county, national, and especially, international levels. Literature about environmental education (EE) defines it in multiple ways and, for the purposes of this research, we understand EE to be a collaboration of content and pedagogy that engages students in a study of the environment to “encourage behavioral change and action” [1].
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