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How Much are Students Aware of Environmental Issues? Is this Awareness Related to their Socioeconomic Status? A Look from PISA 2006 and 2015

Author

Listed:
  • Cecilia Adrogué

    (CONICET-UDESA-CEDH)

  • Eugenia Orlicki

    (CEDH-UDESA)

Abstract

Global environmental problems have recently highlighted the importance of acting responsibly towards natural resources and the environment. In this sense, science education which shapes how people interact with the environment, has gained importance. In line with this concern, in 2005, UNESCO launched its Decade of Education for Sustainable Development (DESD) (2005-2014), by which educational institutes around the world would focus on educating individuals for a more sustainable future. The main purpose of this study is to present the results of the changes in environmental literacy of students before and after the implementation of this policy, as well as to analyze which are the main features that affect the probability of being environmentally aware. For this aim, we estimate a probit model with data provided by the Programme for International Student Assessment (PISA) 2006 and 2015. The estimation suggests that in 2015 students are more aware of the increase of greenhouse gases in the atmosphere than in 2006, and that those from more disadvantaged socio-economic classes are less aware of the three types of environmental awareness analyzed; this difference is deeper in the case of upper-middle and lower-middle income countries

Suggested Citation

  • Cecilia Adrogué & Eugenia Orlicki, 2022. "How Much are Students Aware of Environmental Issues? Is this Awareness Related to their Socioeconomic Status? A Look from PISA 2006 and 2015," Working Papers 202, Red Nacional de Investigadores en Economía (RedNIE).
    • Handle: RePEc:aoz:wpaper:202
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    References listed on IDEAS

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    1. Erik Hanushek & Stephen Machin & Ludger Woessmann (ed.), 2011. "Handbook of the Economics of Education," Handbook of the Economics of Education, Elsevier, edition 1, volume 4, number 4, June.
    2. Stephen Taylor & Derek Yu, 2009. "The importance of socio-economic status in determining educational achievement in South Africa," Working Papers 01/2009, Stellenbosch University, Department of Economics.
    3. Hanushek, Eric A. & Woessmann, Ludger, 2011. "The Economics of International Differences in Educational Achievement," Handbook of the Economics of Education, in: Erik Hanushek & Stephen Machin & Ludger Woessmann (ed.), Handbook of the Economics of Education, edition 1, volume 3, chapter 2, pages 89-200, Elsevier.
    4. José M. Cordero & Víctor Cristóbal & Daniel Santín, 2018. "Causal Inference On Education Policies: A Survey Of Empirical Studies Using Pisa, Timss And Pirls," Journal of Economic Surveys, Wiley Blackwell, vol. 32(3), pages 878-915, July.
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    Keywords

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    JEL classification:

    • I29 - Health, Education, and Welfare - - Education - - - Other
    • Q59 - Agricultural and Natural Resource Economics; Environmental and Ecological Economics - - Environmental Economics - - - Other

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