How much are students aware of environmental issues? Is this awareness related to their socioeconomic status? A look from PISA 2006 and 2015

Cecilia Adrogue and María Eugenia Orlicki

No 4300, Asociación Argentina de Economía Política: Working Papers from Asociación Argentina de Economía Política

Abstract: Contemporary global environmental problems have highlighted the importance of acting responsibly towards natural resources and the environment. The role of science education in shaping how people interact with the environment, therefore, 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 environmental awareness analyzed; this difference is deeper in the case of upper-middle and lower-middle income countries.

Keywords: Environmental awareness; environmental literacy; Programme for International Student Assessment (PISA); socio-economic variables (search for similar items in EconPapers)
JEL-codes: I29 Q59 (search for similar items in EconPapers)
Pages: 26 pages
Date: 2020-11
New Economics Papers: this item is included in nep-edu and nep-env
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Related works:
Working Paper: How Much are Students Aware of Environmental Issues? Is this Awareness Related to their Socioeconomic Status? A Look from PISA 2006 and 2015 (2022)
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