Sustainability 2019 , 11, x doi: FOR PEER REVIEW www.mdpi.comjournal sustainability [617001]

Sustainability 2019 , 11, x; doi: FOR PEER REVIEW www.mdpi.com/journal/ sustainability
Article 1
Environmental E ducation and student’s perception, 2
for Sustainability 3
Gratiela Dana Boca 1 and Sinan Saraçlı 2,* 4
1 Technical University of Cluj -Napoca , Faculty of Sciences, Department of Economics, 430122 Baia -Mare , 5
Romania, [anonimizat] (B.G.D.) 6
2 Afyon Kocatepe University, Faculty of Science, Department of Statistics, 03200 Afyonkarahisar, Turkey, 7
[anonimizat] , (S.S) 8
* Correspondence: [anonimizat] and [anonimizat] 9
Received: date; Accepted: date; Published: date 10
11
Abstract: Environmental educatio n and education for environment today plays an important role toward 12
sustainability. Environmental education provided by the higher education institutions has an important 13
impact in training and prepare the future generation for the green society. T he purpose of this study is to 14
examine the relationship among percept ion, attitude and environmental behavior of the university students 15
enrolled in different special ization field s (engineering electrical, mechanical and economic). A total o f 358 16
students participated in this survey conducted at the North Center Univ ersity of Baia Mare. To collect data, to 17
measure students environmental education, perception , students attitude and behavior a Likert scales were 18
used. In this study, it was revealed that students receiving academic education are involved in activities 19
regarding the environmental protection (volunteer, warning, participation, recycle materials) using the new 20
product and alternative energy more green. . As a result of the t-test performed, it was put forward that there 21
was no difference in their level of perception regarding the importance of environmental education. As a result 22
of the correlation analysis, a positive relation was identified between the perception, attitude and behavior 23
variables. 24
Keywords: environmental education, education environment, attitude, behavior 25
26
1. Introduction 27
The first environmental initiatives have appeared about 200 years ago in the need to rescue of 28
endangered species. Over time, reasons that have imposed nature protection have diversified. 29
Starting up since 1970 there h ave been clear signs of planet disease: thinning of the ozone layer, 30
global warming, acid rain, water pollution, air and soil. 31
People began to understand the need to adopt a behaving responsibly towards nature , but the 32
responsibility of man for the protection of the environment is both individual and above all 33
collective: nature protection engages mutual collaboration and support on the ground local, county, 34
national and especially international. Literature about environmental educat ion (EE) defines it in 35
multiple ways and for the purposes of this research we understand EE to be a collaboration of 36
content and pedagogy that engages students in a study of the environment to “encourage behavior 37
change and action” [1]. 38
In a UNESCO study from 1985 [2], it is shown that students from several developed European 39
countries have attitudes towards the highly developed environment, but the inclination to act to 40

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solve environmental issues, to be active in environmental organizations, is very low. The rift 41
between t he rich ecological awareness of many citizens and lack of involvement in practical 42
environmental protection activities can be overcome by changing the ratio of the share of 43
knowledge and that of practical environmental activities in favor of the latter and through the 44
priority use of specific methods of moral and civic education (Method personal example of 45
educators, ecoetic debate, case analysis, moral conversation, exercise, team co -operation, moral 46
punishment positive or negative, etc.). Acording to the UNESCO [3], in 1987 environmental 47
education i t’s conssider a learning process that increases p eople’s knowledge and awarrness about 48
the ebvironment and associated challenges, develops the necessary skills and expertise to address 49
the challenges and foster attitudes, motivations and commitments to make informed decisions ad 50
take responseble action. 51
Acording to the Tiblisi Declaration [4] in 1977, Environmental education is a process aimed at 52
developing a world population that is aware of and concerened about the total enviroenment and 53
its as sociated problems an whoch has the knowledge, at titudes, motivations and commitment and 54
skills to work individualy and c olectively toward solutions of c urrent toward solutions of curent 55
probles and the prevention of new o ne. 56
Volunteering in the field of environmental protection and preservation and also is one of the 57
synthetic criteria for assessing the efficiency and effectiveness of activities ecological education . The 58
prototype of the volunteer personality best embodie s, the ideal of environmental education as the 59
state the current planetary volunteering is precarious, except to countries like the Netherlands, 60
Denmark, Great Britain, USA, Canada, Australia, etc., with a percentage of less than 1% of the 61
population [5] (Nistor, L., 2009) and in the European Union of 4% (European Commission, 2005) [6], 62
Riordan and Last [7] apply a survey to identify students’ responses to environmental issues 63
through action which remain a key area for study. The energy incited by these study was evident in 64
their work, their willingness to talk with researchers informally about their learning, and in the 65
actions they undertook to spark transformation. The results reflect that i n our shrinking world, 66
sustaining the environment relies on st udents becoming problem -solvers, critical -thinkers, and 67
ultimately, change -makers. 68
There is much debate about whether environmenta l education ( EE) is a part of Education for 69
Sustainable Development (ESD), whether ESD is a part of EE, or whether the two mus t be 70
considered separate entities. 71
Schultz [8] in 2002 answer to th e question about influences of the types of attitudes that 72
individuals within a given culture are likely to develop, the types of environmental behaviors that 73
individuals are likely to adopt, and more generally, beliefs about how to solve environmental 74
problems. Protecting the environment is so important that requirements and standards cannot be 75
too high, and continuing environmental improvements must be made regardless of cost. 76
The curr ent ecological crisis spreads freely on our planets, affecting the unacceptably long, 77
biosphere and implicitly living environment. Realizing the huge scale of this phenomenon, 78
decision -makers of rank world and lately and nationally, are trying to establish firm and urgent 79
measures for salvation nature, for the preservation of the human environment, measures that are 80
also covered by the education system. 81
Where we are ? What it is necessary to improve? Who can do it? When ? and How we can do 82
it? The answer to that questions gives us a vision for education for all and by all, a stron g culture 83

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related directives as culture can be relied upon the ways of access gender, provenience, family 84
impact . 85
Sauvae [9] underscore t he concept of sustainable deve lopment and has associated with 86
environmental education to promote development models based on the wise use of resources, with 87
concerns for equity and durability. Environmental education, regardless of the manner in which it 88
is connected to sustainable dev elopment, must face its own limits. Different conceptions of 89
environment, education and sustainable development coexist. These conceptions influence the way 90
educators define and practice environmental education. 91
In his study Biedenweg and Mon roe [10] sustain that e nvironmental educators are joining 92
forces with youth and community development professionals; museums, zoos, and botanical 93
gardens; and urban green space managers and planners to come up with new practices that reflect 94
societal concerns. Many of these practices occur outside of the classroom, involve youth and elders 95
working together, and engage a diversity of professionals and participants in urban as well as 96
suburban and rural communities. 97
Jadhav et.all [11] and Raut [12], in their study about the role of higher education institution from 98
India in environmental conservation and sustainabe development conclude that u niversities can 99
help to establish the sustainable development through following aspects: teaching programmes ; 100
research and o utreach . As environmental sustainability is becoming an increasingly important issue 101
for the world, the role of institutions of higher education in relation to environmental sustainability 102
initiatives is becoming more and more prevalent. 103
Almut Bering er, [13] conclu de that if the role of colleges and universities is to educate members 104
of society, then they must be actively instrumental in the sustainability movement. 105
Arjen and Wals [14] explain the need of environmental education which is obviously related to 106
nature conservation education, but there is an important difference in that it transcends issues of 107
nature, biodiversity, and ecology to also and foremost include issues of environmental degradation, 108
environmental health, pollution, and so on that have a lot to do with the way we live, produce, and 109
consume. Biplab Roy [15] and Rajidul Hoque [16] in their study about environment education and 110
sustainable development in Bangladesh mention that this topic has been a recent phenomenon 111
which is necessary not only to develop sustainable environment but also to fight with the upcoming 112
climate change. 113
The aim of environmental education is to teach and educate the public about the function of 114
natural environment s and particularly how human beings can manage, their behavior and 115
ecosystem. In conclusion, Akinci et.all from Turkey [17] understood that in order to ensure the 116
sustainability of education in the direction of the findings obtained, besides fulfilling the 117
expectations of the economic sector, it is very important to determine and fulfill the expectations of 118
the education stude nts. 119
120
1.1. Motivation of the study 121
122
If we create a SWOT Analyze for Environmental education in Romania we can identify the 123
strong and weak elements like: 124
Romania is one of the countries with the largest biodiversity in Europe. It holds one third of the 125
Danube and half of the Carpathian Mountains. Of the nine bio geographical regions of Europe, five 126

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are found on the surface of our country. All these data mak e Romania a country of extremely rich 127
and varied nature. We often hear that we have a beautiful country, but do we really realize 128
Romania's importance at European level and not only? Do we really realize how important and 129
unique our nature is? Here are some things that you may not know about Romania and which wi ll 130
help you understand that nature must be respected and protected . 131
The diversity of our country is given by the confluence between the Danube, the Carpathians 132
and the Black Sea. This geographic position makes Romania have within its territory no fewer tha n 133
five bio -geographical regions, among the nine existing at European level. Romania is the country 134
with most bio -geographical regions in Europe. 135
The Danube is the most international river in the world and has ten countries (Germany, 136
Austria, Slovakia, Hun gary, Croatia, Serbia, Romania, Bulgaria, Moldova and Ukraine) and four 137
capitals (Vienna, Bratislava, Budapest and Belgrade). It is a unique connecting corridor between 138
these countries, both from the natural and cultural point of view. Of the more than 2,8 00 kilometers 139
that the river crosses from the Black Forest springs and up to the Black Sea, more than a third is on 140
the territory of Romania. 141
The Danube Delta is certainly the most valuable natural wealth of the country. It is the largest 142
wetland in Europ e and has one of the largest biodiversity in the world, over 5,000 species. In Delta 143
there is the largest compact reed area in the world and over 300 species of birds, more than half of 144
the species present in Europe. Half of the Carpathian Mountains chain is found in Romania, the 145
other half being divided between Austria, the Czech Republic, Slovakia, Hungary, Poland and 146
Ukraine. The Carpathians stretch about 1,000 kilometers and form the second mountain range in 147
Europe after the Scandinavian Mountains. They have a varied ecosystem, hosting over 13,000 148
species of plants and animals, including the largest population of large carnivores (wolf, bear and 149
laughter) in Europe. 150
Romania holds almost 65% of the virgin forests of Europe (except Russia), and this valua ble 151
resource is a habitat that is so necessary for the conservation of the species that depend on such a 152
biotope. Another valuable resource is meadow s, especially those in Transylvania, a habitat almost 153
disappeared in the rest of Europe. There are many pla nt species on these meadows. Late enough, 154
after the Romanians witnessed dramatic episodes, true catastrophes ecological ones, namely the 155
floods in recent years, the intensification of the desertification phenomenon in the south of the 156
country, tornadoes, l ong periods of drought, have begun to convey that some limitations have 157
serious imbalances in nature and even the disappearance of many species of plants and animals. 158
Maramures County weak points are , even it is under the UNESCO protection in the last few 159
years was under a series of ecological disaster: poluted rivers, CO 2 foot print increasing, poluted 160
region because of the golden factory, the city river Rivules Dominarum (Ladies river) poluted 161
have challenged authorities to solutions and warnings abo ut future possible phenomena. Human 162
involvement and the formation of the Green Guard has led to the prevention of harmful phenomena 163
and the education of citizens. 164
The treats for Maramures County are the goals in e nvironmental education EE, ignorance of 165
young genereation and the law interest of students to be invo lved in activities to protect and 166
prevent the damage of nature. 167

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Also folowing the new international standards regarding the protection of environment ISO 168
14001 the new generatio n and society must to find new methods, to identify instruments and 169
modern tools to keep, maintain and preserved the environment. 170
This study aimed to be a opportunity to determine the Romanians students from Technical 171
University Cluj Napoca perception after experience in environmetal education, their attitude and 172
satisfaction after the perception and their behavior in front of education for environment. In this 173
context, the main purpose of the research is to determine the direct and indirect perception, 174
warn ings and how much they involved in environment protection in volunteer activities on local 175
and regiona l level . 176
177
2. Materials and Methods 178
The survey was structure in individual environment, external environment and social 179
environment and has 31 questions . In total 358 students enrolled in North Center University of Baia 180
Mare , Romania give the feed -back to the environment perception and implication , attitude and 181
environmental behavior. The survey created to collect the research data comprised four sections. In 182
the first section, personal information (gender, age, the high school graduated , family education) , in 183
the second section, in order to measure students’ perceptions, in the third section students 184
environmental attitude ( volunte er, protection nature activities , warning ) and the last section 185
students environmnetal behavior with the feed back on environmental education. 186
187
2.1 Sample and Measurement tool 188
To measure the students environmental education towards environment, a Likert scale type 189
questionnaire, ranging from 1 ‘ not agree ’ to 5 ‘ totally agree ’ is applied on a face -to-face basis. To 190
determine the dimensions of the environmental education and identify students impli cation, 191
behavior and commitment an Explanatory Factor Analysis (EFA) is applied to data set. By 192
independent samples t test the hypothesis were tested using the SPSS statistical analyses software. 193
194
2.2. Purpose of the study 195
Quantitative research method was used in this research. In the di rection of research 196
hypotheses, a structural equation model was used to determine the relationship between percetion, 197
attitude and behavior variables. The study investigates the environmental behavior universities 198
students and the causal relationships between their perception and attitude upon environment and 199
environment behavior through using Structural Equation Model (SEM) which takes into 200
consideration environment importance and concerns about the medium. In this study the 201
following factors were tak en in consideration as: 202
1. IE – importance of environment ( IE1, IE2 and IE3); 203
2. CE – concerns about environment ( CE1. CE2, CE3 and CE4); 204
3. CUE – culture environment ( CUE1, CU E2 and CUE 3); 205
4. P – participation in different activities regarding environment; 206
5. W – warni ng attitude regarding environment (W1, W2 and W3); 207
6. V – volunteering activities, non -harmful actions (V1, V2, …, V9) ; 208
7. R- reuse 3R’s ( R1, R2, R3 and R4). 209

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The research model from Figure 1 , is based on the research objectives and hypotesis, as well 210
applyed after other research in the field of literature [18]. The model shows the direct and indirect 211
relationship between the research variables, the demographic variable (age, gender, family 212
education) w ere also included. 213
214
215
216
217
218
219
220
221
222
223
224
Figure 1. Research model 225
226
Twelve hypothesis tests are envisaged in the research model. The hypotheses tested in the 227
present study are as follows in Table 1. 228
Table 1. Hypotheses Tested by the Attitudes of students. 229
H1 Perceptions of the students about the importance of environment have a significant effect
on their attitudes about their culture.
H2 Perceptions of the students about the importance of environment have a significant effect
on their attitudes about their participation.
H3 Perceptions of the students about the importance of environment have a significant effect
on their attitudes about their warning.
H4 Perceptions of the students about the importance of environment have a significant effect
on their attitudes about their volunteer.
H5 Perceptions of the students about the concern of environment have a significant effect on
their attitudes about their culture.
H6 Perceptions of the students about the concern of environment have a significant effect on
their attitudes about their participation.
H7 Perceptions of the students about the concern of environment have a significant effect on
their attitudes about their warning.
H8 Perceptions of the students about the concern of environment have a significant effect on
their attitudes about their volunte er.
H9 Attitudes of students for Culture have a significant effect on their Reuse behavior.
H10 Attitudes of students for Participation have a significant effect on their Reuse behavior.
H11 Attitudes of students for Warning have a significant effect on their Reuse behavior.
H12 Attitudes of students for Volunteer Perspective have a significant effect on their Reuse
behavior. IE
CE CUE
P
W
V R
PERCEPTION ATTITUDE BEHAVIOUR

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3. Results 230
Cronbach’s alpha reliability analysis was used to measure the reliability of the scales used in 231
the study, which were perception of academic education, their enviroenment education attitude of 232
education and their behavior of enviroenmntal education scales. The Cronbach’s α coefficient was 233
found to be 0,863 in the general validity and reliability analysis of the scales 234
As seen in Table 2 , were used to assess the reliability of the scale, and items with low reliability 235
scores were omitted. 236
Table 2 . Standardiz ed parameter estimate values, t values and hypotheses (Model1) 237
Hypotheses Paths Standardized parameter
estimate values t values Results
H1
H2
H3
H4 (IE)(CUE)
(IE)(P)
(IE)(W)
(IE)(V) 0.19
0.02
0.36
0.36 2.36
-0.20
4.46
4.74 Confirmed
Not Confirmed
Confirmed
Confirmed
H5
H6
H7
H8 (CE)(CUE)
(CE)(P)
(CE)(W)
(CE)(V) 0.85
0.79
0.79
0.74 8.34
8.39
9.49
8.48 Confirmed
Confirmed
Confirmed
Confirmed
H9
H10
H11
H12 (CUE)(R)
(P)(R)
(W)(R)
(V)(R) 0.17
-0.13
-0.03
0.53 1.28
-1.24
-0.26
4.96 Not Confirmed
Not Confirmed
Not Confirmed
Confirmed
238
After reliability analysis, Exploratory Factor Analysis (EFA) was applied, and the structural 239
equation model was developed after removing items which had factor loadings lower than 0.45. 240
241
Table 3. Goodness of Fit Indices for the Structural Model 242
Criteria Perfect Fitness Acceptable Fitness Model
RMSEA 0<RMSEA<0.05 0.05 ≤ RMSEA ≤ 0.10 0.055
NFI 0.95 ≤ NFI ≤1 0.90≤ NFI ≤ 0.95 0.92
NNFI 0.97 ≤ NNFI ≤1 0.95≤ NNFI ≤ 0.97 0.95
CFI 0.97 ≤ CFI ≤1 0.95≤ CFI ≤ 0.97 0.95
GFI 0.95 ≤ GFI ≤1 0.90≤ GFI ≤ 0.95 0.87
AGFI 0.90 ≤ AGFI ≤1 0.85≤ AGFI ≤ 0.90 0.85
Source: Schermelleh -Engel and Moosbrugger [1 9] 243
Where RMSEA: Root Mean Square Error of Approximation, NFI: Normed Fit Index, NNFI: Non -Normed Fit 244
Index, CFI: Comparative Fit Index, GFI: Goodness of Fit Index, AGFI: Adjusted Goodness of Fit Index 245
246
247
248

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Table 4., present an analyze of dynamic influence of variables importance and students 249
concern about environment and their participation in environment problematic. 250
251
Table 4. Results of Explanatory Factor Analysis 252
Factors Loadings Eigen
values % of
Variance α
IE Importance of Environment
1.061 6.117 0.547 IE1 I believe environmental issues are being
exaggerated. .734
IE2 I never have serious concerns about
issues like water and marine pollution .688
IE3 I don’t believe that the extinction of
animals and plants will destroy the
World. .618
CE Concern about Environment
1.806 9.353 0.788 CE1 I am concerned about the effects of air
pollution on my family and me. .795
CE2 It’s annoys me to see that factory wastes
cause environment pollution. .725
CE3 Environmental pollution worries me. .726
CE4 I am afraid that environmental pollution
will make the world an uninhabitable
place. .615
CUE Culture Environment
1.138 6.307 0.601 CUE1 That I will check and switch off
unnecessarily used lights .786
CUE2 That I will use theback of papers when I
am studying .757
CUE3 That I will warn those polluting the
nature .388
P Participation
1.212 6.630 0.616 P1 That I will not directly and indirectly
harm environment with economic
concerns in my business and private life .803
P2 That I will show no violence and
aggression to wards the environment
I live in and what is inside it .570
P3 That I will do my best to make the
environment I live in more livable .547
253
Using the database of respondents answers , the program solution present the following 254
conclusion that P -participation attitude of students in environment protection is increasing but in 255

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the same time the behavior is decreasing . The results gives us an ima ge about s tudents 256
information’s, about their self -implication in daily events which can agrees or harm the 257
environmental. Today mass -media ( TV, radio, news -paper, internet, etc) present in an aggressive 258
way the environment problems, the natural impact and the influe nce of people actions again the 259
environment. 260
The feed -back of information using the fast communication of the 21st Century it is very rapid 261
and quickly and has an important influence and share news, solutions and advise students 262
improving their education for environment. T hat’s why the variable Culture environment (CUE) is 263
increasing and in the same time the behavior regarding the reuse is increasing (green letter, 3R’s, 264
eco-products, driving electrical car, bike, etc.). 265
Another variable of the study v olunteer (V) activities amon g students has a positive aspect 266
upon 3R’s significance and developt the specific behavior of students but their attitude remain on 267
low level . The student’s qualities of personality as true volunteers reflect highlight traits of will: I 268
will be, I will work, I will take part, I will use and character, ethical and civic qualities of personality 269
like in Table 5 . 270
271
Table 5 . Results of Explanatory Factor Analysis regarding the Volunterr attitude 272
Factors Loadings Eigen
values % of
Variance α
V Volunteer
7.159 12.692 0.831 V1 That I will be an actively involved member
of nature and environment organizations
like ………………mention it .730
V2 That I will work on a voluntary basis
fornature and human beings. .718
V3 That I will take part in tree -planting
activities. .660
V4 That I will take part in environmental
cleaning campaigns .658
V5 That I will take action about nature
polluters with the local authorities .599
V6 That I will set aside thewastes of products
consumed for recycling .600
V7 That I will use products produced from
non-renewable resources like underground
oil, coal, natural gas and mines in an
economical manner because we will be
unable to replace them with new resources .445
V8 That I will make noun necessary
consumption to make sure pollution is
eliminated at its source .444
273

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As a major factor the role of volunteer could help maximize results students volunteers work 274
in the field of the environment, the respondents consider that the will and the strong motivation to 275
do good to the people and the protection of community environment and attachment to moral 276
values; high – level civics in sense of duty, respecting the moral and legal norms of the relationship 277
man -environment prom oting the interests of the collective, as a matter of priority of society . 278
The most relevant product of organic education is personality the volunteer, who are involved 279
in solving environmental problems. Volunteering has grown since the 1970s, especially in the latter 280
two decades, starting with the US, Canada, Australia, countries in the European Union and others, 281
being marked by the green policies implemented by governments, by the progress of ecological 282
education in systems national education, in various environmental, media and media 283
organizations . 284
The universities without the formation of the ecological dimensions of the personality of man 285
contemporary, without the appropriation of ecological culture based on positive attitudes to the 286
enviro nment and to the person's belief in sustainable development, in the possibility real "green 287
society" edifice and human rights attachment to a healthy and balanced environment. Regarding the 288
ecological personality of respondents they engage in voluntary orga nizations and activities to 289
acquire positive, stable attitudes towards the environment. The students claim that training beliefs 290
and attitudes towards environmental issues arise not so much from training, the formation of 291
ecological consciousness, and espe cially from the organization of environmental protection 292
activities, practical applications. 293
Warnings (W) about the environment is increasing but the students behavior is decreasing 294
even they know the negative impact in daily routine of their activities like waste water, pollution of 295
the air, garbage, waste energy, waste paper, harming trees and parks flowers (see Table 6). 296
297
Table 6 . Results of Explanatory Factor Analysis regarding the Warning 298
Factors
Loadings Eigen
values % of
Variance α
W Warning
1.505 6.679 0.627 W1 That will warn those harming trees and
flowers in parks and gardens .744
W2 That I will warn those in my immediate
vicinity to refrain from any unnecessary
consumption .709
W3 That I will fight hose endangering the nature .532
299
Majority of university students are members in different organizations NGO’s which are 300
doing activities to encourage the young generation to protect and preserve the environment by: 301
cleaning the river Sasar (Rivulus Dominarum –latin name ), cleaning the central park Queen Mary of 302
the city, expedition s in the prot ected area of Maramures County Mountains are organized with the 303
involvment of high school and university students . 304
According with the factor R -reuse, recycle, reconversion, the new g reen life for this century, 305
bring the necessity for harmonization with the international standards especially with ISO 14001. 306

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The new orientation on market, the adaptation with a healhy eco -bio-green products encourage the 307
young generation and reoriented t hem for new life style and behavior. 308
309
Table 7. Results of Explanatory Factor Analysis regarding the Reuse 310
Factors
Loadings Eigen
values % of
Variance α
R Reuse
R1 I am buying ecological products although they
are more expensive .833
2.534 10.846 0.829 R2 I am buying products with recyclable
packaging .825
R3 I am buying the products of companies
backing environment projects .742
R4 I prefer using products produced from
renewable raw materials .701
311
As we can see from Table 8, environmental students attitude obtain a higher value in comparison 312
with behavior, that’s mean they are deeply involved in different activities to protect the nature. 313
314
Table 8. The importance of factors 315
Factors Mean Std. Dev.
IE Importance of Environment 3,1899 ,94639
CE Concern about Environment 4,2102 ,60662
CUE Culture Environment 4,1806 ,56698
P Participation 4,3454 ,53931
V Volunteer 3,8994 ,59601
W Warning 4,1490 ,64205
R (Behavior) Reuse 3,4839 ,82942
Perception 3,7001 ,54471
Attitude 4,1436 ,43513
316
The students perception about the environmental problems and nature importance for our life it 317
is higher but the behavior it is lower because they consider that the aggressive mass -media 318
information’s about the environment problem , maritime disaster, pollution as environmental issue 319
are exaggerate and they are not important for them. 320
321
5. Conclusion 322
323
The higher education has the potential to deal with different actors from external and internal 324
environmental issues. Universities can use their infrastructure and expertise in a positive way to 325
achieve sustainable development in collaboration with educat ion institutes and center of research. 326
They can help to suport and sustain an environmental education and educate people about 327

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environment, to developt a green society in conlusion they are playing a crucial role in sustainable 328
development. Because environ ment and education coexist with sustainable development , they can 329
influence the way institutions define and put in practice environmental education. Environmental 330
education must be adapted and harmonize with the new environmental, political, ec onomic, and 331
cultural realities. Taking in consideration the students attitude and their behavior regarding the 332
environment, the possible factors: i mportance of e nvironment , concern ing about e nvironment , 333
culture e nvironment , participation and v olunteer action, w arning and recycling influence ca n also 334
make some changes following and guiding principles for environental education Figure 2 : 335
336
337
Figure 2 . Guiding principles 338
339
The support for sustainable development it is presented in Figure 3 , where in author’s vision 340
education can be for environment (lectures, good practice), education in environment (trips, 341
planting tree, cleaning water), education about environment ( sea disaster, storm, climate changes) 342
and education to environment. 343
344
345
Figure 3. Educati on for Sustainable development 346
347
348
349 perceptual
conceptual
practical
informations •values
•culture
•understanding
•knowledge •design
•action
Education
FOR
Environmen t
Education
ABOUT
Environment
Education
TO
Environment Education
IN
Environment mass media

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Future research 350
This study was carried out in a single university and cannot be generalized, but the findings 351
obtained are expected to contribute to future research. The study has certain limitations because of 352
the region and university the results obtain open opportunities for future research on a region or 353
abroad to other universities and make a comparison of students perception, attitude and 354
environmental behaviour . Additional studies about environ mental education could help to redefine 355
and redesign the cultural factors with impact in environmental decisions , or transfer of good 356
practice and results in environmental education, establish research and examining common topics 357
and cultural norms with positive impact upon nature. The fields of environmental and cross cultural 358
research can result in effective strategies for sustainability with solutions for environmental 359
problems facing our society. 360
361
Author Contributions: S.S design the research, S.S. and B.G.D. provided the data collection and drafted the 362
manuscript. Both authors discussed the research, cooperated and approved the final manuscript. 363
Conflicts of Interest: The authors declare no conflict of interest 364
References 365
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© 2019 by the authors. Submitted for possible open access publication under the terms
and conditions of the Creative Commons Attribution (CC BY) license
(http://creativecommons.org/licenses/by/4.0/).
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