The Influence of Education for Sustainable Development on College Students’ Pro-Environmental Willingness and Behaviors

doi:10.12139/j.1672-0628.2025.01.016

Abstract

Abstract:

Education for sustainable development (ESD) is a key strategy for promoting the construction of ecological civilization. To explore the effect of ESD curriculum on college students’ pro-environmental willingness and behaviors, a quasi-experimental design was used. Ninety-eight college students were randomly assigned to a training group and a control group. The participants assessed their pro-environmental willingness and behavior levels through self-reporting at three time points, that is, before the training, immediately and one month after the training. The results showed that: 1) in the pre-test, there was no significant difference in pro-environmental willingness and behavior between the training group and the control group; 2) the post-test and follow-up data indicated that the pro-environmental willingness and behavior levels of the training group were significantly higher than those of the control group. Our findings indicate that the ESD curriculum positively impacts college students’ pro-environmental willingness and behaviors, with a stable effect over time.

Key words: education for sustainable development, pro-environmental willingness, pro-environmental behaviors

摘要：

可持续发展教育是助力生态文明建设的重要策略。为探讨可持续发展教育课程对大学生亲环境意愿与行为的作用效果，本研究采用实验组控制组前后测时间序列实验设计，将98名大学生随机分配到实验组和对照组，在课程前后及课程结束4周后，分别测量被试的亲环境意愿与行为。结果发现：(1)前测中，实验组被试的亲环境意愿及行为与对照组无显著差异；(2)后测及追踪数据表明，实验组被试的亲环境意愿与行为水平显著高于对照组。该研究结果证实可持续发展教育课程对提高大学生的亲环境意愿与行为具有积极影响，且这种干预效果具有一定持续性。

关键词: 可持续发展教育, 亲环境意愿, 亲环境行为

Xin LI, Wuyuntena, Shangman YAO, Fangzhou YUAN, Zhenhui LIU, Zhiyong LI, Jing WANG. The Influence of Education for Sustainable Development on College Students’ Pro-Environmental Willingness and Behaviors[J]. Studies of Psychology and Behavior, 2025, 23(1): 123-129.

李鑫, 乌云特娜, 姚尚满, 袁方舟, 刘振会, 李志勇, 王晶. 大学生亲环境意愿与行为的可持续发展教育干预[J]. 心理与行为研究, 2025, 23(1): 123-129.

Figures/Tables 4

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周次	课程主题	课程目标	主要课程内容展示
第一周	生态危机	引导学生了解环境知识，如生态危机与环境问题	搜集和展示我国的生态危机与环境问题的相关知识，并播放生态危机纪录片，引导学生对其原因、后果及其措施进行讨论。例如，生态系统脆弱、环境污染、资源短缺、核废水排放等。
第二周	人与自然平等信念	反思人与自然的关系，促进学生构建人与自然互惠平等观	结合上周的生态危机的讨论，本周引导学生思考生物多样性及其保护的重要性，深入反思人与自然、人与动植物生命的关系，帮助他们建立人与自然平等互惠观。布置一项实践作业：设计拟人化环境宣传海报“地球朋友”“自然伙伴”。
第三周	环境正义信念	辩证审视经济发展与环境保护的关系，建立可持续发展的信念	结合上周人与自然关系的讨论，本周通过角色扮演的方式辩论经济发展与环境保护的关系，探讨如何在经济发展与环境保护之间找到最佳平衡点，并进一步思考当前环境决策对未来世代的影响。
第四周	自然亲近感	体验自然、沉浸自然与感悟自然的内在价值，与自然增强联结	带领学生去森林公园置身自然、体悟自然，与小组成员分享自然给个体带来的身心体验，并讨论对自然、生态系统及动植物的内在价值的认知和理解，以增强自然联结。
第五周	环境自律	巩固并强化学生环境自律与环境自觉性	讲授个人在环境保护中的责任和义务，引导学生分享自己在日常生活中的亲环境行为与环境不友好行为，并思考讨论如何在日常生活中对自身环保心理、意识与行为进行监控。布置一项作业“落实我们所学”。

周次	课程主题	课程目标	主要课程内容展示
第一周	生态危机	引导学生了解环境知识，如生态危机与环境问题	搜集和展示我国的生态危机与环境问题的相关知识，并播放生态危机纪录片，引导学生对其原因、后果及其措施进行讨论。例如，生态系统脆弱、环境污染、资源短缺、核废水排放等。
第二周	人与自然平等信念	反思人与自然的关系，促进学生构建人与自然互惠平等观	结合上周的生态危机的讨论，本周引导学生思考生物多样性及其保护的重要性，深入反思人与自然、人与动植物生命的关系，帮助他们建立人与自然平等互惠观。布置一项实践作业：设计拟人化环境宣传海报“地球朋友”“自然伙伴”。
第三周	环境正义信念	辩证审视经济发展与环境保护的关系，建立可持续发展的信念	结合上周人与自然关系的讨论，本周通过角色扮演的方式辩论经济发展与环境保护的关系，探讨如何在经济发展与环境保护之间找到最佳平衡点，并进一步思考当前环境决策对未来世代的影响。
第四周	自然亲近感	体验自然、沉浸自然与感悟自然的内在价值，与自然增强联结	带领学生去森林公园置身自然、体悟自然，与小组成员分享自然给个体带来的身心体验，并讨论对自然、生态系统及动植物的内在价值的认知和理解，以增强自然联结。
第五周	环境自律	巩固并强化学生环境自律与环境自觉性	讲授个人在环境保护中的责任和义务，引导学生分享自己在日常生活中的亲环境行为与环境不友好行为，并思考讨论如何在日常生活中对自身环保心理、意识与行为进行监控。布置一项作业“落实我们所学”。

前测变量	组别	样本量	M	SD	t	p
环保努力意愿	对照组	45	2.85	0.60	−1.87	0.07
环保努力意愿	实验组	53	3.06	0.48	−1.87	0.07
环保牺牲意愿	对照组	45	2.83	0.69	−1.68	0.10
环保牺牲意愿	实验组	53	3.04	0.57	−1.68	0.10
亲环境行为	对照组	45	3.23	0.45	1.03	0.31
亲环境行为	实验组	53	3.20	0.45	1.03	0.31

前测变量	组别	样本量	M	SD	t	p
环保努力意愿	对照组	45	2.85	0.60	−1.87	0.07
环保努力意愿	实验组	53	3.06	0.48	−1.87	0.07
环保牺牲意愿	对照组	45	2.83	0.69	−1.68	0.10
环保牺牲意愿	实验组	53	3.04	0.57	−1.68	0.10
亲环境行为	对照组	45	3.23	0.45	1.03	0.31
亲环境行为	实验组	53	3.20	0.45	1.03	0.31

因变量	组别	前测(T0)		后测(T1)		追踪(T2)		干预时间主效应		组间主效应
因变量	组别	M	SD	M	SD	M	SD	F_a	${\text{η}}{_{\rm p}^2} $	F_b	${\text{η}}_{\rm p}^2 $
环保努力意愿	对照组	2.85	0.60	2.89	0.48	2.87	0.53	7.23***	0.07	8.99*	0.09
环保努力意愿	实验组	3.06	0.48	3.16	0.36	3.21	0.33
环保牺牲意愿	对照组	2.83	0.69	2.85	0.60	2.89	0.61	9.01***	0.09	6.46*	0.06
环保牺牲意愿	实验组	3.04	0.57	3.21	0.39	3.15	0.45
亲环境行为	对照组	3.23	0.45	3.34	0.43	3.33	0.42	10.43***	0.10	0.08
亲环境行为	实验组	3.20	0.45	3.32	0.38	3.38	0.41