How School Environmental Education Affects University Students’ Green and Low-Carbon Behavior?
学校の環境教育は大学生のグリーン・低炭素行動にどのように影響するか？ (AI 翻訳)
Zhang Fei, Xing Du, Haixia Shi
🤖 gxceed AI 要約
日本語
中国四川省の大学生763人を対象に、学校環境教育がグリーン・低炭素行動に与える影響を社会認知理論に基づき分析。教員主導の環境教育は、低炭素知識と態度を媒介して行動に影響し、知識の媒介効果は態度の3.3倍である。また、キャンパスの低炭素気候が行動意図と実際の行動の関係を有意に調整する。
English
This study develops a model based on social cognitive theory to examine how school environmental education influences university students' green and low-carbon behavior. Using structural equation modeling on 763 respondents from Sichuan, China, it finds that teacher-led environmental education affects behavior both directly and indirectly through low-carbon knowledge and attitude, with knowledge having 3.3 times the mediating effect of attitude. Campus low-carbon climate positively moderates the intention-behavior relationship.
Unofficial AI-generated summary based on the public title and abstract. Not an official translation.
📝 gxceed 編集解説 — Why this matters
日本のGX文脈において
日本の大学における環境教育やサステナビリティ教育の設計に示唆を与える。特に、知識伝達が態度形成よりも行動変容に強く寄与する点は、日本の教育プログラムにも応用可能。
In the global GX context
This paper contributes to the global literature on behavioral interventions for sustainability by highlighting the mediating role of knowledge over attitude in environmental education. It offers a model that can be adapted for corporate training and public policy aimed at promoting low-carbon behaviors.
👥 読者別の含意
🔬研究者:Provides an integrated model of environmental education's impact on green behavior, with implications for behavioral theory and educational design.
🏢実務担当者:Offers insights for designing effective environmental education programs that prioritize knowledge transfer to foster low-carbon behaviors.
🏛政策担当者:Suggests that environmental education policies should emphasize knowledge building and campus climate to translate intentions into actions.
📄 Abstract（原文）
Environmental education is crucial for promoting individual green and low-carbon lifestyles and constructing sustainable societies. However, it is still unclear about the internal mechanism and external boundary conditions of how school environmental education affects university students’ green and low-carbon behavior. From an educational perspective, this paper develops an integrated model of students’ green and low-carbon behavior grounded in social cognitive theory to explore the impacts of two dimensions of school environmental education: teacher-led environmental education and campus low-carbon climate. Structural equation modeling with bootstrapping estimation and moderating effects was performed using a representative sample of 763 respondents from Sichuan Province, China. The results show that teacher-led environmental education not only directly influences students’ green and low-carbon behavior, but also indirectly affects it through mediating effects and serial mediating effects of low-carbon knowledge and attitude. The total indirect mediating effect of teacher-led environmental education is larger than its direct effect. The mediating effect of low-carbon knowledge is 3.3 times that of attitude. Thus, the primary target of teacher-led environmental education is promoting low-carbon knowledge. Moreover, campus low-carbon climate significantly moderates students’ intention–behavior relationship. The higher the low-carbon climate students perceive, the more likely their behavioral intentions are to translate into actual behaviors.
🔗 Provenance — このレコードを発見したソース
- openalex https://doi.org/10.3390/su18147260first seen 2026-07-18 05:35:14
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