Environmental Literacy, Ethical Engagement, And Green Practices of High School Students Toward a Sustainable Ecological Campus Management Plan
DOI:
https://doi.org/10.5281/zenodo.21899188Keywords:
environmental literacy, ethical engagement, green practices, faith-based education, ecological stewardship, sustainable campus managementAbstract
This study assessed the environmental literacy, ethical engagement, and green practices of high school students in a faith-based educational institution and used the findings to formulate a Sustainable Ecological Campus Management Plan (SECMP). The study employed descriptive-evaluative, descriptive-survey, and descriptive-developmental designs. A total of 510 students—276 junior high school and 234 senior high school students—were selected through stratified random sampling using Cochran-based sample-size calculations. Data were collected through a validated, self-developed and adapted questionnaire that was reviewed by three experts and pilot-tested prior to administration. Percentage ratings were used for environmental literacy, while weighted arithmetic means described ethical engagement and green practices. Students obtained an overall environmental literacy average of 82.5%, with environmental concepts receiving the lowest score (66.4%), compared with the state of the environment (92.6%) and environmental issues and problems (88.6%). Ethical engagement was strongest in ecological responsibility (WAM = 3.25), followed by advocacy participation (WAM = 3.12) and community involvement (WAM = 2.95) in the detailed domain tables. Green practices were generally consistent, with energy conservation (WAM = 3.55), responsible water utilization (WAM = 3.39), and solid waste management (WAM = 3.30) rated Always, while sustainable transportation was rated Often (WAM = 3.24). The findings indicate strong environmental awareness and routine green behavior but continuing needs in conceptual understanding, sustained community participation, advocacy, and mobility-related practices. The proposed SECMP integrates experiential environmental learning, faith-based service, community partnerships, student advocacy, continuous monitoring, and targeted support for sustainable transportation to strengthen long-term ecological stewardship.
Downloads
References
Altmeyer, S. (2021). Religious education for ecological sustainability: An initial reality check using the example of everyday decision-making. Journal of Religious Education, 69(1), 57–74. https://doi.org/10.1007/s40839-020-00131-5
Baring, R., & Molino, J. (2021). Environmental awareness, religious attitudes, and climate change: Preliminary considerations to youth dialogue on ecology. The International Journal of Climate Change: Impacts and Responses, 14(1), 149–163. https://doi.org/10.18848/1835-7156/CGP/v14i01/149-163
Bernal, M. R., & Apdohan, C. G. (2023). Environmental and disaster risk reduction literacy among senior high school students in Sibagat, Agusan del Sur. International Journal of Development, Education and Learning, 3(2), 49–62. https://doi.org/10.53824/ijddi.v3i2.49
Cruz, J. P., & Tantengco, N. S. (2017). Students’ environmental awareness and practices: Basis for the development of an advocacy program. MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, 2(1), 43–64. https://ejournal.upi.edu/index.php/mimbardik/article/view/6022
Department of Education. (2011). DepEd Order No. 52, s. 2011: Strengthening environmental education in public and private schools. https://www.deped.gov.ph/wpcontent/uploads/2011/07/DO_s2011_52.pdf
Dissanayake, D. M. S. B. (2024). Connecting the dots: Environmental literacy index in measuring knowledge for environmental conservation. Proceedings of the International Forestry and Environment Symposium. https://doi.org/10.31357/fesympo.v27.7189
Fang, W., Hassan, A., & LePage, B. A. (2022). Environmental literacy. In Sustainable development goals series (pp. 93–126). Springer. https://doi.org/10.1007/978-981-19-4234-1_4
González-Viralta, D., Veas-González, I., Egaña-Bruna, F., Vidal-Silva, C., Delgado-Bello, C., & Pezoa-Fuentes, C. (2023). Positive effects of green practices on consumers’ satisfaction, loyalty, word-of-mouth, and willingness to pay. Heliyon, 9(10), e20353.
Kalaycı Alas, D., & Korutürk, K. (2024). Exploring the impact of values education on sustainable environmental awareness and behavior among eighth-grade students. Sustainability, 16(21), 9302. https://doi.org/10.3390/su16219302
Lu, W., McKyer, E. L. J., Lee, C., Goodson, P., Ory, M. G., & Wang, S. (2014). Perceived barriers to children’s active commuting to school: A systematic review of empirical, methodological and theoretical evidence. International Journal of Behavioral Nutrition and Physical Activity, 11, Article 140. https://doi.org/10.1186/s12966-014-0140-x
Mahinay, M. R., Nemenzo, M. C., & Lagria, R. C. (2023). Environmental literacy levels and environmental pollution among senior high school students. Journal of Environmental Issues and Management Practices.
Maulaa, I., Hamidah, I., & Permanasari, A. (2020). Environmental literacy profile of 7th grade junior high students in science learning on global warming subject. Journal of Physics: Conference Series, 1521(4), 042122. https://doi.org/10.1088/1742-6596/1521/4/042122
Maurer, M., & Bogner, F. X. (2020). Modelling environmental literacy with environmental knowledge, values, and (reported) behaviour. Studies in Educational Evaluation, 65, 100863. https://doi.org/10.1016/j.stueduc.2020.100863
Pooja, P. (2024). Environmental degradation: Causes, impacts and mitigation. Journal of Advances in Science and Technology, 20(1), 220–223. https://doi.org/10.29070/94vmdz61
Pope Francis. (2015). Laudato Si’: On care for our common home. Libreria Editrice Vaticana. https://www.vatican.va/content/francesco/en/encyclicals/documents/papafrancesco_20150524_enciclica-laudato-si.html
Punzalan, E. R., & Balanac, D. R. (2020). Students’ participation in tree planting activity: Promoting the 21st century environmental education. Asia Pacific Journal of Multidisciplinary Research, 8(2), 32–41.
Reutotar, J. B. (2023). Awareness, attitude and practices of Grade 10 students toward environmental stewardship. International Journal of Multidisciplinary: Applied Business and Education Research, 4(10), 3549–3558. https://doi.org/10.11594/ijmaber.04.10.12
Rivera, Y. K. P. (2023). Determinants for modal shift of school children from private vehicles to public transport: A case study in Metro Manila, Philippines. Proceedings of the 28th Annual Conference of the Transportation Science Society of the Philippines, 15(1), 760–778. https://ncts.upd.edu.ph/tssp/wp-content/uploads/2023/01/TSSP2022_12.pdf
Rogayan, D., & Nebrida, E. (2019). Environmental awareness and practices of science students: Input for ecological management plan, 9, 106–119.
Sarid, A., & Goldman, D. (2021). A value-based framework connecting environmental citizenship and change agents for sustainability—Implications for education for environmental citizenship. Sustainability, 13(8), 4338. https://doi.org/10.3390/su13084338
United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. https://sdgs.un.org/goals
Wardani, R. A. K., Karyanto, P., & Ramli, M. (2024). Analysis of high school students’ environmental literacy. Journal of Physics: Conference Series, 1022(1), 012057. https://doi.org/10.1088/1742-6596/1022/1/012057
Zhang, L., Wang, S., Zhou, Y., & Chen, Y. (2023). Mechanism of water use behavior of college students. Processes, 11(2), 643. https://www.mdpi.com/2227-9717/11/2/643
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
