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Numerous global studies and reports have emphasized the crucial function of education in enhancing individuals’ understanding of environmental conservation. The Génération 2013 survey, featuring a questionnaire specifically centered on sustainable development, provides additional insights into this matter. This edition of Céreq’s Bref examines the impact of educational, socio-economic, and geographical factors on the environmental awareness of young people. Beyond the degree of awareness, the nature of environmental concerns appears to differ significantly based on the level of education.
The article discusses the effectiveness of various policy levers in influencing people’s behavior regarding environmental issues. While monetary incentives, such as taxing polluters or subsidizing users of renewable energy, have a limited impact and are budget-dependent, education is considered a more enduring and influential tool.
Studies show that both formal education (provided through the education system) and informal education (via family socialization) can directly and indirectly affect environmental concerns and promote environmentally friendly behaviors. International studies, including PISA surveys and World Values Surveys, indicate that higher education levels enhance understanding of environmental risks and the need to conserve natural resources.
Education is believed to have both short-term and long-term effects on individuals, influencing their behavior towards the environment. There is a generational impact, with the behavior changes in young people indirectly affecting their parents. However, the relationship between education and environmentally friendly attitudes appears more significant at higher education levels.
Despite these positive associations, the text acknowledges certain qualifications. Educated individuals may exhibit compensatory behaviors, such as expressing concern about climate change but continuing to use environmentally harmful practices. Additionally, expressing environmental concerns does not always translate into behavioral changes, as effort is required to implement changes.
Furthermore, the text emphasizes the importance of defining “environmental education” and determining the length of general education necessary for lasting behavioral changes. The text concludes by mentioning an exploratory analysis of the Sustainable Development module in the Génération 2013 survey, offering insights into the effects of education and demographic factors on environmental awareness and highlighting diverse socio-demographic profiles based on different types of environmental concerns.
Environmental concerns differ with level of education:
This passage discusses various factors influencing individuals’ environmental awareness and concerns. A sample of 3,533 individuals aged 16 to 35 was analyzed, with a focus on their environmental concerns, basic competencies, educational qualifications, socio-economic status, and geographical factors.
Respondents were asked about their main environmental concern, with options including noise pollution, biodiversity, natural disasters, household waste, water pollution, air pollution, climate change, and the greenhouse effect.
Basic competencies, particularly literacy and numeracy, were highlighted as crucial for accessing other competencies and lifelong learning. The analysis also considered socio-educational factors, such as respondents’ social origin and educational background, and socio-economic factors, including occupational situation and health status.
Geographical factors, such as past and present areas of residence, were examined, with a categorization into rural, urban, and highly urbanized areas. The presence of national parks or protected areas in the département of residence was also taken into account.
The study revealed that three major environmental concerns were climate change and the greenhouse effect, biodiversity, and water pollution. The level of education influenced these concerns, with individuals with fewer qualifications expressing more worry about noise pollution.
The analysis included a sample that was not gender-balanced, with 28% women. The respondents represented various education levels and lived predominantly in urban areas, although less dense than their childhood locations. Changes in area of residence between childhood and adulthood were also considered.
In summary, the study examined a diverse sample to understand factors influencing environmental concerns, revealing distinct patterns based on education levels and highlighting the importance of considering socio-economic and geographical context variables in such analyses.
The fundamental role of education in the type of environmental concern…:
Educational backgrounds emerge as a critical determinant in shaping environmental awareness. Essentially, individuals’ educational attributes exert a more significant influence than their social characteristics in shaping their overall environmental concerns. Those with the highest qualifications, especially those who have undergone higher education focused on the environment, demonstrate heightened awareness of global issues like climate change and water pollution. This trend is more prevalent among females and children from affluent social strata. Conversely, individuals with lower qualifications lacking environmental education tend to be more attuned to local issues such as escalating waste, noise pollution, and air pollution. Education and sensitivity to environmental matters seem to align with a broader understanding of the environment as a global public good. Those with minimal education exhibit concerns that are more closely tied to their daily challenges. Beyond education, additional socio-economic and geographical factors contribute to refining these environmental profiles.
… Qualified by individuals’ socioeconomic and geographical profiles:
The pivotal role of education must be considered within the context of individuals’ lives. Economic profiles indicate that individuals in precarious occupational situations shift their focus from global concerns such as climate change and water pollution to immediate environmental issues like air and noise pollution. This contrast is evident between younger respondents and men versus older respondents and women, as well as between those employed and those without jobs. In addition to educational and economic factors, geography appears to influence environmental concerns. Those in rural areas exhibit a heightened emphasis on global issues, while proximity to protected areas impacts residents’ worries about natural disasters, noise, and atmospheric pollution. These findings align with earlier surveys in France, indicating that proximity to significant natural spaces increases interest in environmental issues. Ultimately, a distinct profile emerges for individuals concerned with biodiversity, characterized by holding an agricultural baccalauréat and residing in rural areas.
Conclusion:
These preliminary findings suggest that education plays a significant role in shaping environmental awareness. Individuals with higher levels of education demonstrate a broader understanding of global environmental issues, such as climate change, compared to local concerns like noise pollution. Nevertheless, our results highlight that education is just one among several variables that should be considered. While education is a crucial factor for enhancing awareness of environmental problems and promoting eco-friendly behaviors, it is not the sole determinant.
This initial analysis underscores the importance of viewing education as a major tool for those aiming to raise awareness about environmental issues. However, our current data analysis focuses on the connection between education and environmental concerns, without capturing actual environmentally friendly behaviors. To gain a more comprehensive understanding of the “education-concern-behavior” relationship, it is essential to longitudinally track cohorts from the Génération surveys. This tracking should include monitoring both the environmental concerns expressed by individuals and any eco-friendly behaviors they might adopt. Furthermore, this analysis should account for the specific educational paths individuals pursue.
Enhancing our understanding of this relationship would enable us to advocate for educational programs that have the most significant impact on behaviors. Simultaneously, it would help identify specific populations on which public authorities might concentrate their efforts to encourage environmentally friendly behaviors.
Source:
Jaoul-Grammare, M. & Stenger, A. (2022). Quel rôle joue l’éducation dans les préoccupations environnementales ?. Céreq Bref, 417, 1-4. https://doi.org/10.57706/CEREQBREF-0417
