Abstract
The role of Environmental education is perceived as one that would generate awareness and provide opportunities to gain knowledge, attitudes and skills which are required to protect and improve the environment. This study examines the role of the newly introduced compulsory Environmental Science course in the undergraduate program in creating a change in the environmental behavior of the students, and the impact of variation in the discipline competency among teachers. The results of the present study reflect that the students with a science background have more interest, knowledge, participation, and contribution towards the environment as compared to students with a non-science background. Similar is the finding where teachers with and without formal training in Environmental Science have been surveyed.
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