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Does Environmental Education Matter? Evidence from Provincial Higher Education Institutions in China

Author

Listed:
  • Yuan Ma

    (College of Economics and Management, Shandong University of Science and Technology, Qingdao 266590, China)

  • Jingzhi Men

    (College of Economics and Management, Shandong University of Science and Technology, Qingdao 266590, China)

  • Wei Cui

    (College of Economics and Management, Shandong University of Science and Technology, Qingdao 266590, China)

Abstract

Environmental education pedagogy is divided into two categories: teacher-driven pedagogy and student-driven pedagogy. Their impacts on the environmental awareness of college students are analyzed using the propensity score matching method. The analysis results for 485 survey data points from college students show that both of these two pedagogies influence college students’ environmental awareness positively, and the effect of student-driven pedagogy is higher. The conclusion provides insight for the further development of college students’ environmental education.

Suggested Citation

  • Yuan Ma & Jingzhi Men & Wei Cui, 2020. "Does Environmental Education Matter? Evidence from Provincial Higher Education Institutions in China," Sustainability, MDPI, vol. 12(16), pages 1-13, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:16:p:6338-:d:395480
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    References listed on IDEAS

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    Cited by:

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    2. Ana Pellín Carcelén & Nuria Cuevas Monzonís & Ana Rodríguez Martín & Vicente Gabarda Méndez, 2021. "Promotion of Environmental Education in the Spanish Compulsory Education Curriculum. A Normative Analysis and Review," Sustainability, MDPI, vol. 13(5), pages 1-14, February.
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    4. Jimena González-Ramírez & Heyi Cheng & Sierra Arral, 2021. "Funding Campus Sustainability through a Green Fee—Estimating Students’ Willingness to Pay," Sustainability, MDPI, vol. 13(5), pages 1-15, February.

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