The factors affecting students' knowledge about sustainability

Environmental sustainability is arguably the most pivotal issue of the twenty-first century. This paper examines the factors that influence students' knowledge of sustainability. Using a survey of 123 university students, the research examines how gender, academic performance, college affiliation, class standing, and political interest affect students' knowledge about sustainability. Students in the survey were asked ten questions about environmental sustainability and received a score from zero to ten based on the number of questions they answered correctly. The research does not find evidence that gender affects knowledge about sustainability. However, science students, upperclassmen, high-performing students, and those with political interests demonstrated more knowledge about sustainability. The paper contributes to the literature by examining how gender, academic performance, and political interest affect students' understanding of sustainability. It shows that universities can help students become more knowledgeable about sustainability by requiring more science courses and having upperclassmen mentor underclassmen.