Environmental literacy of business students in Ghana

Abstract

Purpose This study examines the multidimensionality of the environmental literacy concept among university business students in Ghana. The study also investigates the relationship between students’ interests in environmental issues and knowledge levels of environment and assesses how these two constructs influence students overall environmental behaviour and actions. Design/methodology/approach Using a total of 591 business students from the University of Ghana Business School, the study uses exploratory factor analysis to examine the multidimensionality of environmental literacy concept. A structural equation modelling-based approach was used to examine the relationship among the study constructs. Findings Based on the factor analysis results, the study documents that environmental literacy concept can be grouped under four distinct factors (general environmental factors; industry-related factors; environmental assessment factors; and accounting-related factors). The regression results indicate a direct and positive relationship between students’ interest in environmental issues and their environmental literacy level. Also, students’ interest and their knowledge levels of environmental issues were found to be good predictors of actual students’ involvement in activities that promote sustainable environment. Research limitations/implications The conclusions of the study are based on only data from one public university, which limits the generalizability of the findings. Originality/value The study is unique as it is the first empirical study to investigate environmental literacy levels in higher education in the Ghanaian setting.

Assessment of the Awareness, Attitude and Environmental Literacy about Environmental Issues and Challenges (Case Study: Yazd Citizen’s View in 2017)

“…Although it should be considered that even with high levels of environmental literacy, people often exhibit behavior that is not environmentally friendly because they may think that their behavior will not impact the environment [9]. In a study conducted by Owusu on the environmental literacy of employed students in Ghana, 2017, results showed that environmental literacy among these students was relatively inadequate and in all cases, most respondents were familiar with the CSR 1 term resulting in a higher average score whilst water use, waste management, global warming, renewable and non-renewable natural sources were recorded above the overall average score [16].…”

“…In general, it is argued that the level of knowledge and perception of each individual on environmental issues is related to the desire to participate in environmentally related programs and is necessary for environmental protection. Although there is a need to change the attitude towards the environment, the education available in this field is insufficient [7]. People only take measures in preventing the destruction of these resources once they become aware of the value of natural resources and the environment [3].…”

“…People only take measures in preventing the destruction of these resources once they become aware of the value of natural resources and the environment [3]. The most important objective of environmental education is to promote environmental literacy and thus may lead to an improved quality of the environment and the development of a sustainable environment [7]. Environmental education will aid individuals to raise awareness, perception and improve attitude between human activities and the environment [3].…”

Educating for Environmental Practices: An Assessment from Bachelor of Commerce (B. Com) Undergraduates in Sri Lankan State Universities

“…To protect and retain a sustainable environment, there is a need to have an adequate knowledge about the environment (Owusu, Kwakya, Welbeck, & Ofori, 2017). Behavioural approaches highlight that more the opportunities to enhance knowledge, the easier it is to change behaviour (Hungerford & Volk, 1990).In this regard, scholarly attention on environmental literacy has increased in recent years since the knowledge level and interest in environmental issues are decisive to engage in environmental protection functions (Campbell-Arvai, 2015;Eagle, Low, Case, & Vandommele, 2015;Hartman, Demars, Griscom, & Butner, 2017;Owusu et al, 2017). According to Goldman, Yavetz and Peer(2006), in order to achieve a sustainable environment, environmental literacy level of the society needs to be upgraded.…”

“…A cursory review of the literature shows that studies on environmental literacy have mostly focused on secondary schools (Kaplowitz & Levine, 2005), and there is a significant lack of published research on higher education institutes (Owusu et al, 2017), especially in the context of developing nations. The studies related with environmental issues are mostly focused on consumer's intention to purchase organic food and green products (Yadav & Pathak, 2016a: 2016b and motivations that stimulate green consumption (Ritter, Borchadt, Vaccaro, Pereira, & Almeida, 2015).…”