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NATURE PROTECTION: ENCOURAGING YOUTH TO CARE FOR THE
ENVIRONMENT
Burkhonjonova Dilnura Narimon qizi
8th grade student of Namangan Presidential School,
mentor of the school's SFS club
dil2307@mail.ru
https://doi.org/10.5281/zenodo.15099548
Abstract:
This article aims to analyze the level of environmental awareness
among school students in Uzbekistan and to identify effective methods for its
development. The study is based on a survey conducted among students of the
Presidential School. The results show that while students are aware of
environmental issues, their practical involvement remains limited. The authors
argue for the integration of environmental education as an essential component
of the school system.
Keywords:
environmental awareness, environmental education, youth,
school, survey, environment, sustainability
INTRODUCTION
“We don't have to engage in grand, heroic actions to participate in the
process of change. Small acts, when multiplied by millions of people, can
transform the world.”- Howard Zinn
One of the most serious problems facing humanity today is the global
ecological crisis associated with the disruption of the ecological balance. Climate
change, biodiversity loss, air and water pollution, land degradation, and waste
are becoming increasingly serious
1
. The global scientific community emphasizes
that these threats are directly caused by human activity
2
. In such a situation,
raising environmental awareness and culture in society is of strategic
importance in order to ensure environmental safety and achieve sustainable
development
3
.
In particular, representatives of the younger generation - schoolchildren -
play a special role in acquiring ecological values, forming ecological literacy and
responsibility. After all, the more ecological culture develops from a young age,
the more stable and deep a conscious attitude towards the environment will be
4
.
Therefore, it is becoming an urgent issue to provide environmental education in
educational institutions, to familiarize students with global and local
1
Intergovernmental Panel on Climate Change (IPCC).
Climate Change 2021: The Physical Science Basis.
Cambridge
University Press, 2021.
2
Steffen, W., et al. (2015).
Planetary boundaries: Guiding human development on a changing planet.
Science,
347(6223), 1259855.
3
United Nations Environment Programme (UNEP).
Making Peace with Nature.
2021.
4
UNESCO.
Education for Sustainable Development: A roadmap.
2020.
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environmental problems, and to organize projects and practical activities that
encourage them to solve them
5
.
This study aims to study the level of environmental awareness among
students in schools in Uzbekistan, identify existing problems and identify
effective ways to form an ecological culture. As part of the study, a survey was
conducted among students, analyzing their environmental knowledge, daily
habits, participation in environmental activities at school, and civic position.
This article puts forward relevant scientific conclusions and proposals based on
these analyses.
"The future depends on how we live today. Love for nature is love for our
own life." This motto means that environmental awareness is an integral part of
human life. Preserving nature means making responsible decisions not only for
the environment, but also for ourselves and our future.
METHODS
This study was conducted based on a social survey among students
studying at the Presidential School. The survey was conducted with the
participation of 50 students (25 girls and 25 boys) aged 14–17. Participants
participated in the study voluntarily and anonymously. The study was
conducted to determine the level of environmental awareness among
schoolchildren in Uzbekistan, to identify existing problems and to develop
proposals.
The survey questions were prepared and distributed online using the
Google Forms platform. The research methodology was built on the basis of a
quantitative approach
6
.
The survey covered the following four main areas:
1. Level of knowledge about environmental issues: Participants’
understanding of global and local environmental issues (climate change, plastic
pollution, air and water quality degradation);
2. Personal environmental habits: Practical actions such as waste sorting,
energy and water conservation, and reducing the use of plastic products;
3. Status of environmental education at school: Frequency of participation
in environmental lessons, campaigns, clubs, and projects;
4. Willingness to participate in environmental initiatives: Students’ social
responsibility, sense of involvement in ideas related to nature conservation, and
civic position.
5
Tilbury, D. (2011).
Education for Sustainable Development: An Expert Review of Processes and Learning.
UNESCO.
6
Creswell, J. W. (2014).
Research design: Qualitative, quantitative, and mixed methods approaches
. Sage publications.
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The questions were in closed (variable), semi-open, and open formats, and
participants were also given the opportunity to freely express their opinions.
The collected data were coded in Microsoft Excel and analyzed using descriptive
statistics tools
7
. The data were systematized in the form of diagrams and
percentages. The principles of confidentiality, consent, and voluntariness were
strictly adhered to throughout the study
8
.
The research methodology is based on modern research standards in
education for sustainable development
9
. This method is recognized as one of the
most reliable, convenient and effective approaches to determining the level of
environmental awareness
10
.
RESULTS
The results of the study showed that although environmental awareness
exists among students, it is not sufficiently deep. The following are the main
observations:
General environmental knowledge: 82% of the students surveyed stated
that they have a general idea of environmental problems. However, 34% of them
do not consider this knowledge to be "deep". This indicates the need for
systematic education and wider information on environmental literacy of
students
11
.
Personal environmental practices
: Only 40% of students have the habit
of sorting waste at home. On the contrary, 60% have not established this
practice. This indicator shows the influence of family environment and
infrastructure
12
.
Environmental activities at school
: Only 25% of students reported
participating in environmental clubs at school. This number indicates the need
to increase the volume of environmental education activities in schools
13
.
Preparing for an environmental initiative
: 70% of students said they
were ready to actively participate in environmental protection. However, many
7
Muijs, D. (2010).
Doing quantitative research in education with SPSS
. SAGE.
8
BERA (2018).
Ethical Guidelines for Educational Research
. British Educational Research Association.
9
UNESCO (2020).
Education for Sustainable Development: A roadmap
. Paris: UNESCO.
10
Tilbury, D. (2011).
Education for Sustainable Development: An Expert Review of Processes and Learning
.
UNESCO.
11
Hungerford, H. R., & Volk, T. L. (1990).
Changing learner behavior through environmental education
. Journal of
Environmental Education, 21(3), 8–21.
12
Kollmuss, A., & Agyeman, J. (2002).
Mind the Gap: Why do people act environmentally and what are the barriers to
pro-environmental behavior?
Environmental Education Research, 8(3), 239–260.
13
UNESCO (2020).
Education for Sustainable Development: A roadmap
. Paris: UNESCO.
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of them noted that there were no specific opportunities, projects, or
volunteering platforms in this regard
14
.
📊
The following are displayed in the form of a bar graph:
Indicators
Percentage (%)
Color
Educated
82%
Green (
💚
)
Not knowledgeable
34%
Yellow (
💛
)
Separates waste at home
40%
Green (
💚
)
Does not separate waste at
home
60%
Red (
❤️
)
Participates in
environmental clubs
25%
Blue (
💙
)
Ready for environmental
initiatives
70%
Purple (
💜
)
DISCUSSION
The results of the study confirmed that there is a general awareness of
environmental problems among young people (82%), but this knowledge is not
fully reflected in practical actions. For example, only 40% of survey participants
sort waste at home, and only 25% participate in environmental clubs. This
indicates that the formation of environmental awareness depends not only on
the level of knowledge, but also on practical experience
15
.
According to researchers, for an environmental education system to be
effective, it must be interactive and participatory
16
. To form ecological habits in
students, schools should actively organize ecological projects, competitions,
open classes, and initiative clubs. In particular, real activities within the school
ecosystem - waste separation systems, energy-saving practices - are important
17
.
Also, the fact that 70% of students are ready for environmental initiatives
indicates that there is a positive psychological basis for developing their
environmental awareness. Therefore, it is necessary to use this intrinsic
14
Sterling, S. (2001).
Sustainable Education: Re-visioning learning and change
. Green Books for the Schumacher
Society.
15
UNESCO (2021).
Education for Sustainable Development: A Roadmap
. Paris: UNESCO Publishing.
16
Tilbury, D. (2011). "Education for Sustainable Development: An Expert Review of Processes and Learning".
UNESCO.
17
Sterling, S. (2010). "Transformative Learning and Sustainability: Sketching the Conceptual Ground".
Learning and
Teaching in Higher Education
, 5(11), 17–33.
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motivation of young people and create opportunities for them to participate
18
.
Encouraging initiatives and environmental volunteering activities have a
positive impact on the minds of young people
19
.
“The Earth is not ours, we are the Earth’s.”
This aphorism deeply expresses
the philosophy of ecological consciousness and reminds us of humanity’s
responsibility towards nature. It has also always been at the heart of the concept
of sustainable development.
CONCLUSION
Forming environmental awareness among young people is not only an
educational process, but also a valuable investment in a sustainable future. The
study showed that students of the Presidential School are aware of and not
indifferent to environmental problems, but the necessary conditions and
incentive systems for their full participation in practical activities are
insufficient.
Young people are ready for environmental initiatives (70%), but to turn
this readiness into real activity, platforms are needed that support their
participation. Schools are the main mediators in this regard, and can guide
students towards active environmental citizenship through environmental
projects, interactive lessons, competitions and environmental clubs
20
.
Therefore, environmental education should be established not only as a
separate activity, but also as an integral and systematic component of school
education. Through active participation, practical exercises and projects aimed
at local environmental problems, young people will acquire not only
environmental knowledge, but also personal responsibility for environmental
protection
21
.
At this point, a slogan came to mind: “If we protect the environment today,
it will protect us tomorrow.” This slogan reflects the spiritual and moral basis of
environmental activities and calls on young people to take conscious action.
References:
1.
UNESCO. (2020). Learning for our Planet: A Global Review of How
Environmental Issues Are Integrated in Education. Paris: UNESCO Publishing.
18
Kollmuss, A., & Agyeman, J. (2002). "Mind the Gap: Why do people act environmentally and what are the barriers to
pro-environmental behavior?".
Environmental Education Research
, 8(3), 239–260.
19
Chawla, L. (2009). "Participation and the Ecology of Environmental Awareness and Action".
Children, Youth and
Environments
, 19(3), 1–14.
20
UNESCO (2020).
Learning for our Planet: A Global Review of How Environmental Issues Are Integrated in
Education
. Paris: UNESCO Publishing.
21
Jensen, B. B., & Schnack, K. (2006). "The Action Competence Approach in Environmental Education".
Environmental Education Research
, 12(3-4), 471–486.
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International scientific-online conference
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2.
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