Environmental Education Towards Developing Conservation Ethics: Evidence from College Students in Berhampore, Murshidabad

Abstract

Abstract

Environmental degradation is both a scientific and ethical issue, highlighting human responsibility towards nature and future generations. This study explores how environmental education promotes conservation ethics among college students in Berhampore Block, Murshidabad, West Bengal. Using a mixed-method design, quantitative data were collected from 52 undergraduates level students, using a structured questionnaire, incorporating adapted measures of environmental beliefs, attitudes and conservation behaviour, supplemented by a semi-structured interview guide with 12 selected students of the same academic standard. The findings indicate that while students hold favourable environmental beliefs and attitudes, their conservation behaviours are moderate. Specifically, the mean I-NEP score was 33.86/45 (75.2%), the Environmental Attitude Inventory score was 29.17/35 (83.3%), and the conservation behaviour score stood at 23.48/35 (67.1%). Though all respondents completed mandatory environmental studies, participation in non-formal activities was lower. Four themes emerged from the qualitative data: a limited link between the curriculum and local environmental issues, the value but limited impact of experiential learning, barriers to environmental action, and a preference for practical, place-based learning. The study suggests that while environmental education establishes a foundation for conservation ethics, enhancing experiential and local learning opportunities could improve practical application.