Sustainability 2019 , 11, x doi: FOR PEER REVIEW www.mdpi.comjournal sustainability [631235]

Sustainability 2019 , 11, x; doi: FOR PEER REVIEW www.mdpi.com/journal/ sustainability
Article 1
Determining the Effective Factors on Environmental 2
Behaviors of University Students: Comparison of 3
Turkey and Romania 4
Gratiela Dana Boca 1 and Sinan Saraçlı 2,* 5
1 Technical University of Cluj Napoca , Department of Economics, 430122 Baia -Mare, Romania, 6
[anonimizat] 7
2 Afyon Kocatepe University, Faculty of Science, Department of Statistics, 03200 Afyonkarahisa r, Turkey, 8
[anonimizat] 9
* Correspondence: [anonimizat] (B .G.D.) and [anonimizat] (S.S) 10
Received: date; Accepted: date; Published: date 11
Abstract: Environmental education means informing and deepening students' knowledge of the 12
environment. Universities represent the place where students learn about environmental 13
phenomena and problems about the consequences of environmental actions but at the same time 14
how they can get involved in creati ng and preventi ng environmental problems. Although t he 15
concept of environmental behavior has become classic in the field of environment . The study 16
refine and illustreated the variables associated with new citizenship model. By using different 17
notions of environm ent values, attitude and behavior the article, developt a cross -cultural 18
environmental education an essential element of the concept of sustainable environment without 19
barriers . For the purpose of the article, a questionnare shaping the students environment behavior 20
in Turkey and Romania universities were conducted. The questionnaire was applied to 2038 students 21
from both countries, The results of the research prove d that despite differences between countries 22
same factors are influencing the e environmental behavior (EB), the need for Environmental 23
Protection (P), the necessity to Stimulate the Environment protection (S) and to share the Care 24
for environment (C). The results present that Environmental behavior in Turkey and Romania it is 25
influence by mother’s education level and by traditional culture education . Another factor of 26
influence it is Care of environment and for both universities students’ results reflect that even they 27
have information’s about environment and his specific problems, they don’t want to be direct 28
involved . As a cross cultural research we can mention also the differences , for Turk ish students 29
the biggest score was obtain for Care and Environmental Behavior and the lowest value was 30
obtain for environment protection (P) that’s m ean a missing of information’s . In comparison 31
Romanian students are more protective (P) with nature then Turkish students and they are 32
involved in protection activities and active participation for conservation of nature. Romanians 33
students also are sti mulat ed (S) more than Turkish students because they are attracted to take care 34
of environment by volunteer actions, cleaning activities of environment. The results reflect th at 35
Environmental education needs a new re-orientation to environment , a new type of re-learning 36
about environment , a re-visioning learning for environment and re-education changes for 37
environment towards environment al behavior. 38
Keywords: environmental behavior ; environmental education, comparison study , cross -culture 39
1. Introduction 40
Environmental education as a Component of Sustainable Education was defined for the first time 41
in March 1990 under UNESCO conference when was define the to pic of environmental education 42
and changing learner behavior [1]. The first objectives of model for Environmental education were : 43

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awareness, sensitivity, attitudes, skills and participation in relation with nature, and was established 44
in Declaration from Tbilisi since 1978. The declaration defines the new type of environmentally 45
responsible citizen. The citizenship behavior need an educational task [1] but in time modern society 46
faced with new objectives like : knowledge, attitude, skills and a new need an active participation in 47
society. Several traditional thinking in the field of Environmental education has been identifying. 48
The first traditional thinking establish that knowledge can influence people to became more aware 49
to the environmental problems and be more motivated [2]. The second traditional thinki ng creates 50
the connection between knowledge and attitude and from attitude to behavior . 51
The first model for Environmental education accepted in literature was created by Ramsey et al 52
[3] in 1996 which sustain that increasing knowledge leads to favorable attitudes. The Environmental 53
education (EE) it is considered a process that allows people to explore environmental elements , 54
solving nature problems and take measures to improve the environment. Environmental education 55
does not require a certain way of action but teaches individuals how to act and improve their own 56
skills but also how to solve problems by making the right decisions [4]. Environmental educat ion it 57
is more than information and education having the following components like EPA (Environmental 58
Education Act) [4] establish : environmental awareness and sensitivity , knowledge and 59
understanding of environmental attitudes of environmental concern and motivation to improve or 60
maintain the quality of the environmen t, skills to identify and help solve environmental challenges 61
and p articipati on in activities t hat solve environmental problem . 62
Environmental education for Liu and Guo [ 5] is a process that aims to create conditions and 63
develop relationships with the environment, essential and fundamental elements of life, providing 64
people with the tools they need to solve and prevent environmental problems. Having Environmental 65
education students are able to get involved in real world issues by overcoming the walls o f the class, because 66
education does not consist of the walls of a school, but in the spirit that builds in the school. They acquire the 67
skills they will need to solve the problems that the planet is currently facing. 68
Shubo Liu and Liquing Guo [ 6] consider the basics, bricks used to build e nvironmental 69
education as environmental knowledge (EC) and ecological values (EV). Students through education 70
can acquire a range of knowledge and commit themselves to the efficient management of land 71
resources and to take responsibility for maintaining environmental quality. The value of the 72
environment after Liu, Feng and Chen [ 7] refers to the culture for the environment, and the 73
development of positive attitudes lead to beneficial behaviors of new generations that appreciate the 74
value of the environment. That is why the knowledge of the norms, the conduct and the behavior as 75
well as the perception of the environment encompasses more and more the ecological value in the 76
daily activity . 77
The universities through its destination and role provide the appropriate framework in which a 78
complex of the training of the st udents, under its two sides: instructive and educative. Because 79
environmental education it is a component of sustainable development the following objectives, it 80
aims to involve students in environmental actions, to develop their environmental skills to id entify 81
themselves environmental issues and to encourage their attitudes to improve and protect the 82
environment . 83
Students behavior is a result of accumulation of knowledge and environmental education and 84
building and sustain a support for new types of environmental education, new laws and methods 85

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for environment protection, educated a new citizen with good ethics pri nciples and stimulate their 86
involvement in volunteer, self -involvement in environment protection and put the base of a new 87
vision for the future global environment. 88
Hungerford and Volk [2] sustain that responsible environmental behavior became something c lassic 89
in the field of Environmental education. 90
Between 1986 and 1987, Hines et al. [4] create a model of responsible environmental behavior 91
after a mega analyzed of 128 studies in the literature about environmental education. They establish 92
in the new mo del that individual must possess knowledge to act, skills to apply knowledge and 93
individual must possess desire to act but in addition they need personal responsibility. The Hines et 94
al[4] research together with Koslowsky et al,[5], Simpson [6], and Siv ek [7], , bring a new 95
concept and create a new environmental behavior model taking in consideration three variables 96
which can influence the people behavior. The variables are entry -variable (environmental 97
sensitivity), ownership (personal investment in iss ues and environment) and empowerment 98
(knowledge and skills environmental using). 99
Gifford and Sussman [ 8] sustain that attitude may predict individual behavior and other similar 100
behavior. Gifford [ 9] identify at least 15 measures of environmental attitudes and concern have been 101
developed since 1970’s, later the most frequently questionnaire used was create by Dunlap and 102
Van Liere [10] in 1978 and in 2000 [ 11]. To understand how attitudes influnence behavior a model 103
was design by Heath and Gifford [12], Laudenslager , Holt and Lofgren [13] in 2004 know as theory 104
of planned behavior. 105
In this model pro -environmental behavior is predicted by specific behaviors which are 106
predicted by attitudes , norms and behavior control. In recent analyses Bamberg and Mose r [14] 2007 107
established that personal norms also predict behavioral intentions. Thogeren explain that 108
environmental attitudes corresponding behavior. Sussman et al. [15] i n their research mention that 109
even the attitudes have been studied and the structure was establish unfortunately strong concern 110
does not always results in pro -environmental behavior and discover factors which increase behavior 111
arising from environmental attitudes. 112
The research solution sustain that environmental behavior can be developed through 113
education. Liu and Goa [6] also point out that attitude towards the environment can be influenced 114
by individual knowledge and behaviors depending on the character of each person who can develop 115
a more responsible behavior towards the environment. F eng, Xindi, and Fushen, [ 16] Pienaar, Lew 116
and Wallmo [ 17] specify that there are many factors which can modify the perception of 117
environment attitude and behavior like individual and demographical characteristics, political and 118
economical factors, cultural and regional factors. 119
Environmental attitude of students was determined by considering personal roles and 120
willingness to take action for or against environmental conservation. Social issues and social 121
responsibility play a key role in determining people’ s environmental attitudes. Asked as to whether 122
shops and supermarkets should be stopped from issuing free plastics bags to customers . 123
In a study done by Miller (2011), [18] in United Kingdom, he found out that only 3.9% of the 124
students indicated a ban as the only option supported for reducing plastic bag numbers . It is evident 125
that there is a challenge in students’ participation in waste management. The findings from this 126

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study have great implications for waste management practices in secondary schools and the need to 127
increase students’ awareness of waste management issues and practices. The study has revealed the 128
need for behavioral and attitudinal change which is essential in effective participation in waste 129
reduction, reuse and recycling. This is evident since in the previous section it was found the majority 130
of the students had a negative attitude towards taking personal responsibility in addressing 131
environmental challenges. 132
Also Ho [ 19], Stern and Bogner [ 20], sustain that environmental values and attitudes are crucial 133
to the development of pro -environmental behavior. Even Pro-environmental behaviors is influence 134
by knowledge, attitude and behavior , but Hunderford and Volk [11-12], have noticed that 135
environmental knowledge has no influence on environmental education but can change the 136
environmental decisions that people make . 137
Gomez [ 21] together with Liu and Guo [ 6], highlighted the importance of education for the 138
individual change of human behaviors that aim to change attitudes towards the environment and 139
develop more responsible environmental behavior. 140
Because the correlation between the t hree factors knowledge, attitude and behavior ( K-A-B), 141
was difficult to measure as Cincera [ 14], Jonhson and Cincera [1 5] emphasized in the literature, as 142
feedback studies were conducted only on the correlation of behavior and attitude towards the 143
environment by Hines, Hungerford and Tomera [ 16], Hungerford and Volk, [ 16-17], Heimlich and 144
Ardoin [ 18] who stressed the need for change through education. After [4] and Yucel and Ozkan, 145
[19] environmental education aims both elements cultivat ing and enhanc ing individual 146
environmental knowledge but the most impo rtant is in group strategic environmental education 147
development . Environmental education has also focused on the problems faced by man kind today 148
such as global climate change or some important environmental issues that countries need to find 149
solutions to and respond to. 150
In investigating individual environmental behavior the most important issue of 151
environ mental education has been the reduction of waste in the EU so numerouse studies has been 152
applied. 153
Cecere et al. [20] has leaned on individual behavior and relation to the subject of waste 154
reduction a relationship that is not directly influenced by economic incentives or pressures in society 155
or social n orms, but which is associated directly with altruistic reasons. The theme was t aken over by 156
Ebreo and Vining [21], Chu and Chiu [ 22], Barr [ 23] and Sidique et al. [ 24] who have noticed that the 157
individual behavior in domestic and organizational waste recyc ling actions is most influenced by the 158
personal character of the knowledge in the field, the attitude towards the environment and the 159
personal norms. 160
If we take a look on regions Fiorillo and Senatore [ 25-26], establish the relationship among self image and 161
pro-environmental attitudes and behavior in Italy. Crociata et al. [ 27] extend the association to cultural 162
participation, while Agovino et al. [ 28] also include environmental associations and voluntary a ctivities. In a 163
global context Kashdan [ 29] in his research on attitudes and behavior towards environment is trying to 164
determine whether there are cultural barriers cultural barriers to education and behavior on the 165
environment, whether tradition and culture among countries have an influence on people's behavior. That is 166
why Kas hdan[30] made an inter -cultural analysis between France and the United States. 167

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Finally, there was a significant interaction between country and attitudes, indicating that 168
American participants’ environmental attitudes predicted their environmental behavior, while this 169
pattern was not observed among the French participants. 170
Another s ignificant difference exist also between French and American s environmental 171
behaviors , the French have a high level of ecological behavior, compared to the Americans, but they 172
have a higher attitude towards the environment and its norms. 173
Milfon t and Ducki tt [31, Milfont and Gouveia [32] measure also environmental attitude a cross 174
culturally bridge but between New Zeeland and Brazil and establish a model for envir onmenta l 175
attitude . Results showed no significant interactions between values like gender and behavior or 176
between gender and attitudes in either country. 177
Ramsey , Hungerford and Volk [33] also Kara K.W. Chan [34] understood that environmental 178
education aims to develop responsible environmental behavior of students towards the 179
environment. 180
They have specified that knowing the factors that influence environmental behavior sights on 181
nature can lead to identifying methods and wa ys of modeling and awareness of e nvironment 182
responsible behavior. Studies [ 35], [36] have shown that the attitude towards the environment is 183
actually influencing people's behavior towards the environment. 184
185
A Map design by authors tak e in consideration the environmental factors already identifies in 186
literature by different researcher s and establish possible factors with impact upon the re-evolution of 187
the environmental education [39] (Figure 1 ). 188
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210 ENVIRONMENT
FACTORS
nvironment VALUES
ATTITUDE
Protection (P)
P Believe Social Family
Culture KNOWLEDG E Peers
Neighbors
Exosystem Media
NGO’s
Volunteers
Macro
System
EDUCATION (EE)

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211
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Figure 1. A Map for Environmental factors and Environmental education sustainability solutions 226
Source: Adaptation b y authors 227
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On the other hand, ecological education enhances students' awareness of the 229
problems faced by society, to imp Environmental education has been aware of and helped 230
people make decisions in certain situations such as material recycling, properly collect waste, join 231
environmental organizations, volunteer activities, engage individually in environmenta l actions 232
such as the use of means of transport, walk on foot, or protect nature against destruction. 233
The authors propose is to determine the differences between student’s attitudes and behaviors 234
upon environmental issues across cultures, like Schultz, P. [37] summarizes the importance of 235
environment behaviors across cultures. Kara Chan [ 38] applied a survey regarding the 236
environmental protection attitude and behavior between Hong Kong universities students in 237
various pro -environmental behaviors engages at school and at home. Also he sustain that it is 238
necessary to know and understand how to encourage environmental behavior must to understood 239
factors which influence pro environmental environment to understand pro -environment. 240
Following the map steps and aft er analyzing the results obtain from survey applied to students 241
from two different countries and universities we can obtain a vision about the Pro – environmental 242
education sustainability which is direct influence by environmental education. Environmental 243
education must be understood as a cross -cultural culture in the sense of learning things like 244
reducing resource consumption, living with the least negative impact on the environment and on the 245
other, that learning has as its primary purpose the implementati on of environmental education 246
about the emulation acquired in universities . 247
248
2. Materials and Methods 249
The purpose of this study is to examine and determine the effective factors on Environmental 250
Behaviors of University Students via statistical techniques and compare the results of Turkish and 251
Romanian students' behavior types towards to the environment . Because Environmental education 252 BEHAVIOR
Stimulation (S)
Ethics Care (C )
PRO – ENVIRONMENTAL EDUCATION SUSTAINABILITY
RE-ORIENTATION RE-LEARNING RE-VISION RE-DESIGN

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can be consider yet the step child of education which captures the attention time to time, the research 253
is trying to develop a new vision upon environme nt through education . Until now the literature 254
show that Environmental behavior can be influence by environmental attitude . The study proposes 255
is to identify some cross cultural el ements between two countries and the impact of education upon 256
students environmental behavior. 257
The survey wants to establish which are the differences and common elements on student’s 258
environmental behavior and how environmental attitude gain from family, society and universities 259
can influence the student’s environmental behavior . 260
The questionnaire was structure in more parts: 261
1. Environmental attitude =society family, 262
263
264
2. Environmental behavior 265
266
267
3. Environmental education 268
269
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272
273
2.1. Sample and Measurement tool 274
Attitudes cannot be measured directly so Krosnick, Judd, and Wittenbrink [30], Milfont and 275
Duckitt [23] suggest one from the following techniques of attitude measurement direct self-report 276
methods and implicit measurement techniques. Literature s tudies measuring environmental 277
attitude ( EA) have generally used direct self -report methods like interviews and questionnaires in 278
our case we choose questionare. 279
The participants of this study is composed of 2038 students attending to Afyon Kocatepe 280
University , Turkey ( n=1680) and Technical University of Cluj Napoca , Romania (n=358) , 281
In keeping with Yılmaz and Arslan's [ 31] study, the studies of Erkan Ari and Veysel Yilmaz [32], Fraj 282
and Martinez [ 33], Tilikidiou and Delistavrou [ 34], Yılmaz , Çelik and Ya ğizer [35], Saraçlı and 283
Gazeloğlu [36], we have commonly formed this questionnaire. An anonimus questinonare was 284
apply to students enroled in universities and to be s ure that we obtain real results , it was apply in 285
the same time. 286
The questionnaire was composed of 53 items structure in more parts. First part has seven items 287
were related with demographic characteristics : gender, family educat ion (mother and father ) 288
knowing that between culture the perception it is different, parents have specific traditional role, the 289
social provenience (rural or urban zone ). The second part of questionnaire was composed of 46 items 290
related with student’s environmental attitudes , behaviors and en vironment protection . 291
Because in this study we were focused especially on student’s Environmental behavior between 292
two countries with different culture and traditio ns, we select only 31 items, all of them we 293

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considered that can give a possible cross -culture profile of students and his/her environment 294
attitude and behavior. 295
From Table 1, t he questions reflect the actions which can influence the Environmental behavior : 296
‘’I will work voluntary‘’, I will turn off…’’, I will use….’’, ‘’I will check …‘’. For the second factor 297
Protection of environment we select the questions using the verbs of involvement ‘’ I will take 298
part…’’ I will make ’’. Environmental education must to be stimulated so the questions were design 299
around the verbs ‘’ I will warn ‘’ … ‘’ I will take action ‘and ‘’ I will fight ‘’ . For the last factor of 300
influence Care, we select the items structure ‘’ I will show’’, Í will do my best ‘’ , Í will not harm’’. 301
Saraçli and Gazeo ğlu [36] measure the driver behavior using a Likert scale from 1 to 5, for our 302
study to measure students attitudes and behaviors towards environment, we will follow similar 303
method s used before [ 31-37] and also same Likert scale type questionnaire, ranging from 1 ‘strongly 304
disagree’ to 5 ‘strongly agree’ . 305
2.2. Statistical Analysis 306
To determine the dimensions of the environmental attitude and behavior scale, an Explanatory 307
Factor Analysis (EFA) was applied to data set. By independent samples t test the hypothesis was 308
verify, and the obtained dimensions' means according to each country was tested. 309
Considering the effect of Environmental attitude (Figure 1 ), from social factors we choose only 310
mother education levels of these students, as an important factor in student’s attitude and culture 311
because each country has different tradition , perception and participation in environment c ulture 312
and education concepts. 313
To determine Environmental behaviors for both countries we used an Analysis Of Variance 314
(ANOVA) test and a Regress ion analysis for each country after giving the correlation coefficients 315
among the dimensions . By the help of the Classification Regression Tree (CRT) analysis, the effects 316
of the specific dimensions on student’s environmental behaviors for Romania (Figure 2) and Turkey 317
(Figure 3 ) give a com plete image between countries . To perform these statistical analyses SPSS 318
software is used . 319
320
3. Results 321
As a result of Explanatory Factor Analysis (EFA) from the propose survey , three items were 322
removed from the scale ( environmental values regarding the individual characteristics except 323
mother education ) because they were load ed into a wrong factor . Finally, the environment factor 324
analyses are applied over 17 items , structure in four factors named as: Environmental Behavior 325
(EB1-EB6), Protection (P 1-P4), Stimulate (S 1-S4) and Care (C1-C3). 326
327
3.1. Environmental Education Scale 328
The total Cronbach’s Alpha value of the scale which consists of 17 items is calculated as 0.809 329
which is statistically one of the indicators that the reliability of the scale is well enough and the 330
result s can be taken in consideration for the target group of 2038 students. Four factors which 331
influence Environmental education were taken in consideration Environmental behavior (E B. 332
Stimulation ( S) , protection ( P) and care (C). These factors are also explain ed the 51,703% of total 333

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variance and the factor loadings, Eigen values and Cronbach’s Alpha values of each factor are given 334
in Table 1. 335
Table 1. Results of Explanatory Factor Analysis for Environmental Education 336
Factors Loadings Eigen values % of
Variance α
EB Environmental Behavior
4,591 15,166 0.706 EB1 I will work on a voluntary basis for
nature and human beings ,719
EB2 I will turn it off/fix it, when I see a
dripping tap ,652
EB3 I act sensitively towards the
environment in order to leave a
cleaner world to newer
generations. ,649
EB4 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 ,612
EB5 I will be an actively involved
member of nature and
environment organizations
like………mention it ,547
EB6 That I will check and switch off
unnecessarily used lights ,432
P Protection
1,171 12,333 0.668 P1 I will use the back of papers when I
am studying ,786
P2 I will take part in environmental
cleaning campaigns ,664
P3 I will take part in tree -planting
activities ,623
P4 I will make non necessary
consumption to make sure
pollution is eliminated at its source ,415
S Stimulate
2,025 13,235 0.683 S1 I will warn those in my immediate
vicinity to refrain from any
unnecessary consumption ,754
S2 That I will warn those harming ,747

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trees and flowers in parks and
gardens
S3 I will take action about nature
polluters with the local
authorities ,653
S4 I will fight those endangering
the nature ,511

C Care
1,003 10,969 0.507 C1 I will show no violence and
aggression towards the
environment I live in and what is
inside it ,701
C2 I will not directly and indirectly
harm my environment with
economic concerns in my business
and private life ,694
C3 I will do my best to make the
environment I live in more livable ,532
337
After determining the dimensions of the related scale, for each country dimension, the means 338
and the standard deviations are presented in Table 2 which present the differences between 339
countries and the relevant scores for the factors EB -environmental behavior, S -stimulation, 340
P-protection and C -care. 341
342
Table 2. Environmental education factors related with each country 343
Country Statistics EB S P C
TURKEY
(n=1680) Mean 4.140 3.719 3.406 4.299
S. Dev. 0.680 0.914 0.846 0.822
ROMANIA
(n=358) Mean 3.804 4.097 4.074 4.345
S. Dev. 0.564 0.603 0.568 0.539
345
For Turkey students the biggest value was obtain for Care = 4.299 followed by Environmental 346
Behavio r. The value for EB of 4.140 is bigger than Romanians of 3.804, maybe because they are 347
educated to appreciate the importance of environment in their early childhood . The lowest value 348
was obtain for environment protection (P= 3.406) that’s mean a missing of information’s for Turk ish 349
students . 350
In change Romanians students are more protective (P=4.074) then Turkish students with a score 351
of 3.406 the results reflect the involvement of Romanian students in protection activities and 352
participation for conservation of nature. Also for stimulat ion (S) the Romanians students value of 353
4.097 it is bigger than for Turkish students equal with 3.719 . Students are attracted by different with 354
the help of mass -media to take care of environment by volunteer actions, cleaning activities of 355
environment. Not at last the care of Romanians students of 4.345 values it is higher than Turkish 356

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students maybe because of type of society as consumerism when information’s and aggressive 357
promotion are present. 358
As conclusion we can observed that results show that universit ies have an important impact in 359
environmental education and the y have an important role reflected in students environmental 360
behavior and they are modeling the new citizen attitude upon environment. 361
The study hypothesis tested f or Environmental Behavior, Protection, Stimulate and Care score 362
differ according to country, and they are as below : 363
H0a: There is no difference between Turkish and Romanian students' Environmental Behavior 364
means ; 365
H0b: There is no difference between Turkish and Romanian students' Protection means ; 366
H0c: There is no difference between Turkish and Romanian students' Stimulate means ; 367
H0d: There is no difference between Turkish and Romanian students' Care means . 368
The results of independent samples t tests related with these hypotheses are given in Table 3. 369
The values i ndicate that while there is a statistically significant difference between the means of 370
Environmental Behavior (EB), stimulate environmental behavior(S) and protec tion (P) environment 371
scores of the students . 372
373
Table 3. t test results of the dimensions 374
Variable t value Degrees of
Freedom p
EB 8.716 2036 0.000
S -7.478 2036 0.000
P -14.260 2036 0.000
C -1.013 2036 0.311
375
There is no difference between the countries for the C -care scores of the university students 376
that’s mean that the young generation it is inform about the danger of global warmest, the pollution 377
of earth, sea and the waste of resources. 378
The Care factor presents a young generation looking to protect and ta ke care of the same 379
environment for a green life style and green products. Although there are many good intentions, 380
they are not put into practice , the young people seem to expect others to act for them. 381
The messa ge seems clear, ecological behavior must become an order and not an option. The 382
young people know what to do, but each time there is an excuse not to act, and those who want to 383
get involved are demoralized by the problems they face and too little support g iven by the 384
authorities. 385
Care for environment can be stimulated by improving nature activities, green agriculture, 386
vegeteted streets, by increasing their sensitivity todegradation, encourage experience withsecure 387
environment, sensitive individuals ( hunting, fishing) . 388
3.2. Environmental Behavior feed back of Environmental attitude 389
Following the Map of Environmental factors ( Figure 1 ) we take in consideration to measure 390
the Environmental attitude (EA) , but in our case using only mother education as an important 391

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educator factor in both countries , and identify if mother education level can influence students 392
environmental attitude by family education and their future behavior . 393
To test whether the dimensions of university students' environmental behavior and attitudes 394
differ according to their mothers' education levels, the authors verify study hypothesis and the 395
results of the ANOVA test are given in Table 4. 396
The hypotheses are: 397
H0a: There is no difference among the students' Environmental Behavior means for their 398
mother e ducation levels ; 399
H0b: There is no difference among the students' Protection means fo r their mother education 400
levels ; 401
H0c: There is no difference among the students' Stimulate means for their mother education 402
levels ; 403
H0d: There is no difference among the students' Care means for their mother education levels . 404
405
Table 4. ANOVA Results for mother education 406
Variable
Source Sum of Squares df Mean Square F p
EB Both countries 17,016 3 5,672 13,301 ,000
Each count ry 777,388 1823 0,426
Total 794,404 1826
S Both countries 13,567 3 4,522
5,968 ,000
Each countr y 1381,478 1823 0,758
Total 1395,045 1826
P Both countries 46,485 3 15,495 22,911 ,000
Each countr y 1232,893 1823 0,676
Total 1279,378 1826
C Both countries 3,546 3 1,182 1,967 ,117
Each count ry 1095,459 1823 0,601
Total 1099,005 1826
407
Table 4 indicates that there is a statistically significant difference between the means of EB, S 408
and P scores for Turkish and Romanians students according to their mothers' education levels 409
and there is no differences for the Care scores between both universities students. 410
As it can be seen from Table 5, according to their mother education levels, for E nvironmental 411
Behavior (EB) score means of the students, there is no significant difference between Turkish 412
students educated mothers with general education level and Romanian students mothers with high 413
school and university level of education. The only difference according with Environmental 414

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behavior factor it is between Turkish not educated and high school educated mothers and Romanian 415
mothers with academic studies where we can accept that culture and mentality differences has 416
impact upon students attitude and behavior maybe because one it is under traditional rules 417
influ ence and the other is open to consumerism. The mother education it is important because she 418
can give the first information and develop micro -system environment attitude for child. 419
For (S) stimulation action and activities for environmental education score means of the 420
students’ mother’s level of education , there is no significant difference between Turkish mothers 421
education and Romanians mothers student’s influence on their child’s attitude and behavior. The 422
exception it is only between Romanians mothers w ith high school education and Turkish mother 423
with primary school level because show us how important is to encourage young female generation 424
to keep the tradition and culture but in the same time to followed education system. 425
Table 5. LSD test results for ANOVA test. 426
Variable Mother Educ.
Turkey Mother Educ.
Romania P

EB
No Education General School
High School
Academic studies 0,474
0,096
0.178
General School High School
Academic studies 0,000
0,000
High School Academic studies 0,716
S
No Education General School
High School
Academic studies 0,056
0,019
0.000
Primary School High School
Academic studies 0,235
0,000
High School Academic studies 0,015
P
No Education General School
High School
Academic studies 0,123
0,000
0.000
General School High School
Academic studies 0,000
0,000
High School Academic studies 0,003
For (P) protection of environment score means of the students, present there is difference only 428
between not educated Turkish mother and general educated Romanian mothers . For all other 429
situations there is no statistical difference between the mother educations levels for the sc ore means 430
of these students' related dimension score means. Again here culture and traditional mentality has 431
an impact upon environmental behavior of child’s. 432

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In conclusion because for Turkey we obtain similar conclusion like other Turkish researchers 433
[36-38] we can admitted that mother education it is an important value which can influence the 434
attitude and behavior, so culture can be taken in consideration. 435
436
3.3. Environmental Behavior Correlation between countries 437
The correlations between the countries dimensions are given in Table 6. All of correlation 438
coefficients are also found statistically significant at 95% confidence level. The values indicate that 439
the highest correlation is between (S) stimulation for environmental behavior and (P) prot ection of 440
environment with the coefficients of 0.536, and the lowest correlation is between P rotection of 441
environment (P) and care with the coefficients of 0.233. 442
Table 6. Correlations between countries dimensions 443
EB S P C
EB 1 0,383 0,288 0,397
S 1 0,536 0,314
P 1 0,233
C 1
444
The results presents the specific problem of young generation even the students have 445
knowledge’s about the environmental problems, they get information’s from mass media and they 446
know the importance of the environment subject they don’t like to be involved in care actions, 447
protection and preservat ion of environment because they consider that there are specialized persons 448
which know better what to do. To determine for each country the effects of student’s environmental 449
Protection, Stimulat ion and Care attitudes on their Environmental Behaviors, the results of 450
Regression analysis for both countries are given in Table 7 and Table 8. 451
Tabl e 7. ANOVA Results of the Regression Analysis 452
Country Source Sum of Square df Mean Square F p
Turkey Regression 210,002 3 70,001 206,378 ,000
Residual 568,476 1676 0,2339
Total 788,478 1679
Romania Regression 51,841 3 17,280 98,534 ,000
Residual 62,083 354 0,175
Total 113,924 357
453
Related with Table 8 the regression models for Turkey (1) and Romania (2) is like below taking 454
in consideration the factors Stimulation, Protection and Care. 455
Ý Turkey = 1,979 + 0.1495 S + 0.131 P + 0.270 C (1) 456
Ý Romania = 0.915 + 0.204 S + 0,539 P – 0.033 C (2) 457
Even the regression models for Turkey (1) and for Romania (2), are statistically significant, 458
Table 8 indicates that the effect of C are for Romanian students is not statistica lly significant in 459
comparison with Turkish students which are more carefully about the environment behavior but 460

Sustainability 2019 , 11, x FOR PEER REVIEW 15 of 24
they don’t take attitude in environment protection and they are not stimulated in different actions 461
regarding the conservation and environment p rotection. 462
Table 8. Regression Coefficients of the model 463
Country Constant S P C
TURKEY β 1,979 0,149 0,131 0,270
t value 22,354 7,972 6,694 14,828
p 0.000 0.000 0.000 0.000
ROMANIA β 0,915 0,204 0,539 -0,033
t value 4,409 4,546 10,834 -0,706
p 0.000 0.000 0.000 0,481
464
For Romanian students the environment protection (P) factor has the bigger values in 465
comparison with Turkey because they are most interested to obtain information’s and universities 466
involve them in different actions and volunteer activities and also stud ents offered their help to 467
different social or NGO’s organization. 468
It is the feedback l ate enough, after the Romanians witnessed dramatic episodes, true 469
catastrophes ecological ones (The Danube Delta, water pollution, industrial waste discharges) , 470
namely the floods in recent years, the intensification of the desertification phenomenon in the south 471
of the country, tornadoes, long periods of drought, have begun to convey that some limitations have 472
serious imbalances in nature and even the disappearance of ma ny species of plants and animals. 473
474
3.4. Environmental Behavior Significant Factor for Romanian students 475
To see the effective dimensions on the Environmental Behaviors of university students much 476
visually, the results of the CRT analysis for Romanian students is given in Figure 2 . 477
478
Figure 2. CRT results for Romanian students. 479
In conclusion the environmental education is shaping students behavior and their attitude , and 480
society establish and develop responsible citizens . The Technical University of Cluj Napoca is trying 481
to harmonize and develop new fields and specialization like Environmental Protection or Recycle of 482

Sustainability 2019 , 11, x FOR PEER REVIEW 16 of 24
materials and identify future jobs which are not yet develop on market, to educate and prepare the 483
future specialists and promoters of environmenta l education. 484
485
3.5. Environmental Behavior Significant Factor for Turkey students 486
To see the effective dimensions on the Environmental Behaviors of university students much 487
visually, the results of the CRT analysis for Turk ish students is given in Figure 3. 488
489
Figure 3 . CRT results for Turkish students. 490
491
For the environmental behaviors (EB) of Turkish students, the most effective dimension is care 492
attitudes for 64, 2 % percent (n=1079). Stimulation (S) and protection attitudes (P) of Turkish 493
students are also having significant effect for the sub branches of the regression tree given in Figure 494
3 taking in consideration the improvement . Figure 3 , also indicates that according to mean scores, 495

Sustainability 2019 , 11, x FOR PEER REVIEW 17 of 24
the students whose care (C) score are greater than 4.167 and S scores are greater than 3.625 and P 496
scores are lower t han 4.345 and within these students whose C scores are greater than 4.833" have 497
the highest environmental behavior scores (EB=4.459). On the other hand the students "whose C 498
score are lower or equal to 4.167 and S scores are lower or equal to 3.625 and wit hin these students C 499
scores are greater than 3.167" have the lowest environmental behavior scores (EB=3.707). 500
In conclusion for Turkish students universities can encourage and oriented students in specific 501
activities and special programs including here gir ls as future mothers who can influence the 502
environmental behavior by knowing, doing and practice. Teenagers are an important public for 503
environmental education because they are managers and tomorrow's consumers of resources. 504
3. Discussion 505
In this study, via some multivariate statistical techniques, environmental attitudes and 506
behaviors and effective attitudes of university stu dents on environmental behaviors are examined. 507
Related with the cultural, educational, and environmental factors, there found some differences 508
between the students at Romania and Turkey. 509
According to the scale used in this study, environmental attitudes an d behaviors of students 510
have four dimensions. Related with the earlier studies, dimensions are renamed and the differences, 511
correlations and statistical models among these dimensions are examined according to Turkish and 512
Romanian students. 513
Results of the study indicates that while the environmental behaviors of Turkish students are 514
greater than Romanians, environmental Protection, Stimulate and Care attitudes of Romanian 515
students are greater than Turks and according to Care environmental attitudes, there is a significant 516
difference between Turkish and Romanian students which means that Turkish students significantly 517
less care the environment than Romanian students. The results of the regression analysis also 518
indicate that Care attitudes of Romanian students has no significant effect on their environmental 519
behaviors which means that they show well Care related with their environmental behaviors. 520
The results of the ANOVA test showed that mother education is also an effective factor on 521
student’s environmental behaviors, environmental attitudes of Stimulate and Protection. Because 522
the mother education levels of the Romanian students are higher than Turkish students, even if their 523
behaviors are lower than Turkish st udents, this may be one of the reason that their attitudes are 524
greater. 525
CRT results also indicate that while the environmental behaviors of the Romanian students are 526
affected only from the protection attitudes of them, for Turkish students even indirectly all the 527
attitudes affect the environmental behaviors of them. Considering the relation between a n attitude 528
and behavior, this result is one of the indicators that the scale is well enough to measure the attitudes 529
and behaviors of individuals towards the environment. 530
As the results indicates that the students do not effect from any other exterior fact or to care 531
about the environment, if the importance of environmental care attitudes of the students should be 532
increased there may be much positive increase on their behaviors towards the environment. While 533
there are some differences among the stud ents towards the environment, generally the scores for 534
environmental attitude and behavior are considerably high enough. 535
Even if this is one of the best results of this study, to keep this situation end to be more sensitive 536
towards the environment, all th e people must be much sensitive, protect and care the environment 537

Sustainability 2019 , 11, x FOR PEER REVIEW 18 of 24
in the society. In this perspective, it’s a known fact that education is the most important factor for the 538
human beings to consider and to be more sensitive towards the entire environment th at they live in. 539
At that point some public educations should be given by the governments, social organizations 540
and well educated people should mention about the environment and the importance of a good 541
environment for the next generations. 542
If we analyze the results we can identify the needs in Environmental Education and which are 543
the contribution s of authors in that field: 544
a) Adapting attitudes and behavior to the environment starting with the micro -economic 545
environment ; 546
A very important goal for ecological education is to achieve, in the ample process of man's 547
formation from the environment the individual micro environment, continuing in the life outside 548
school. Continuing and completing, strengthening and completing the educational act through 549
European behavior and for a European environment can also are achieved through the contribution 550
of universities. 551
Researching the environment in the middle of nature with pupils allows the enrichment of the 552
knowledge, the widening o f the scientific horizon, the understanding of the mutual relationships 553
between the phenomena, the way they interfere and influence each other, and also allow the 554
formation of a healthy thinking about the world and life. In this respect, teachers have a de cisive 555
place in organizing activities, either on tourist itineraries or on the local horizon, and they must 556
constantly express their concern about the formation of habits of preserving and protecting the 557
quality of the environment, by planting trees, water purification, reuse and collection of recyclable 558
materials, use of bicycles instead of car driving. We need to educate tomorrow's adults in the sense 559
of preserving the natural environment in which they live to give them the opportunity to personally 560
contr ibute to the planting and care of tree, green areas, flowers, and the place where they live 561
through practical plant protection actions constituting the main regenerating factor of the 562
atmosphere. 563
For example in Turkey universities it is a common behavior to invite the quests to plant a tree, 564
in Romania because of the centenary of 100 years of existence in 2018, the young generation 565
participates and plant 100 trees in honored of the event. 566
b) Promoting responsible behavior through eco -education ; 567
Green aspect is relevant in environmental education is a means of encouraging attitudes and 568
responsible behaviors towards the environment. The new wave about environmental information 569
and rapid communication has demonstrated the need for a transformative e cological education 570
adapted to the new society of the 21st Century. The unexpected challenges we face to pollution, 571
natural disasters, industrial gas emissions, road congestions require involvement an ecological 572
action based on action by all of us therefor e we believe that both schools and universities should 573
have an environmental mission on the environment. At the beginning of the period, environmental 574
education focused on the transmission of knowledge in the field of natural sciences, in the last 575
decades this has broadened its horizons and general objectives, focusing on the formation of 576
ecological personality. Ecological education, at all ages, the realization of its ideal is oriented to 577
moral and civic values. Ecological education in today's society m ust be designed and developed as 578
a human rights education, especially for respecting the right to a clean, undisturbed and 579

Sustainability 2019 , 11, x FOR PEER REVIEW 19 of 24
well -preserved environment, health, life and peace, and building a green society. In this context, 580
environmental education could become even more effective as it will be connected with the wide 581
sphere of moral and aesthetic education – without losing its identity. 582
c) Assessing and improving the relationship between environmental conce rns and 583
recycling behavior using intercultural data; 584
Improving environmental concerns through the development of the 3R cycle, has led to 585
harmonization with international standards and the adoption of measures to protect and preserve 586
the environment. Imple menting the same rules and recycling measures through their international 587
character has allowed the dissemination of good practice and i nformation needed to prevent and 588
conserve common and cross -border areas. 589
Romania declares 2019 to be the year when circu lar economy, as a concept, will start, and 590
recycling industry in 2019 will form itself and jobs will multiply. And still in 2019 we create the 591
long -term concept by 2050 that waste becomes a resource from that name we usually use, garbage, 592
the main resource , and in 2050 these municipal landfills will no longer exist and waste, turning to be 593
in resource, it can be recycled into the total. 594
d) Controlling and modeling the results such as social participation 595
As we know citizens in several developed European countries have highly developed 596
attitudes towards the environment, but the inclination to act and to solve environmental problems, 597
to be active in environmental organizations, is very low. The rift between the rich ecological 598
awareness of many citizens and the lack of involvement in practical environmental protection 599
activities can be overcome by changing the ratio of the share of knowledge to that of environmental , 600
environmental activities in favor of the latter, and by priori tizing the specific method s of moral and 601
civic education like method of personal example of educators, eco ethic debate, case analysis, moral 602
conversation, exercise, teamwork, positive or negative moral sanction, etc. 603
d) Individual environmental behavior and concern ; 604
Some human actions can start from each individual work place , continuing with living habitat 605
and the activities around communities such as: deforestation, destruction of vegetation, turning 606
tourist trails, stopping in huge garbage cans, parking cars in green areas, infecting water by washing 607
cars with detergents, leading to environmental degradation, which directly affect man, his hea lth. 608
5. Conclusions 609
Universities live by providing tomorrow's students with the "tools" they need to solve and 610
prevent environmental issues that they have already been informed about and prepared for by 611
simply engaging in action in the field . On the other hand universities prepare and encourage students with 612
skills that they need to efficiently manage the resources of the earth and to take responsibility for it maintaining 613
the quality of the environment. 614
Realizing the huge scale of this phenom enon, decision -makers of rank world and lately and nationally, 615
are trying to establish firm and urgent measures for salvation nature, for the preservation of the human 616
environment, measures that are also covered by the education system. Environmental issue s are 617
emergencies and need to be addressed by the whole community, and education must or an integral part of 618
the solution. 619
The author’s solutions for a pro -environmental education are pr esented in the Map for EE environmental 620
education (Figure 1) and are: 621

Sustainability 2019 , 11, x FOR PEER REVIEW 20 of 24
Re-orientation for sustainable education 622
A Re-orientation for sustainable education it is necessary nowadays taking in consideration the new 623
elements like new conditions in a global economy, environmental degradation and insecurity. 624
Whole system thinking our solutions prove inadequate we have to su rvive in the environment 625
that we have created a complex interconnected finite system ecological -social -economical system 626
with direct problems. We need thinking differently to learn how to think systematically in a future 627
mode a challenge and response abili ty, a change of educational culture. 628
Because the dynamic evolution of environmental factors are in a continuing movement and 629
changing a new vision it was necessary to close the quality cycle for a sustainable development of 630
environmental education and al so a sustainable education for environment . A quality cycle 631
which start from sustain the environment protection, continuing with the ability of external and 632
internal environment system and close the cycle with the new factors (4R’s –reuse, recycle, replace, 633
reduce) which need a new sustain. 634
635
636
637
Re-visioning learning and change 638
In this century Re -learning may be one of learning o n a grand scale and bec ome t he biggest 639
challenge for sustainable environmental education is the transfer from existing learning that 640
require s a systemic change to the learning process and priorities in education. 641
A Sustainable education strategy has the following vision : 642
1. Sustaining peoples from community in their activities to protection ecosystem ; 643
2. Ethically attitude and behavior integrity, respect the others environment culture ; 644
3. Healthy environment –economical, social and human system . 645
There are d ifferent levels of engagement for re -visioning education environment 646
 Education about sustainability harmonize with the new educati on system learning about 647
change , learning by doing ; 648
Education for sustainability taking in consideration environmental values , skills , develop 649
greening of institutions (universities, schools, cities) 650 •learning by doing
•develop greening institutions
•learning as change
•cross cultural education

• change educationsystem
•ethically attitude
•behavior integraty
• healthy environment •attitute
•responsability
•meeting the 21 Centrury needs •3R's
•nature protection
•new global condition
•sustainable education
•degradation
•insecurity
RE
ORIENTATIIO N RE
DESIGN

RE
VISIONING
RE
LEARNIN G ENVIRONMENT EDUCATION

Sustainability 2019 , 11, x FOR PEER REVIEW 21 of 24
 Sustain Education in a cross -cultural institution s, communities, charring good practice, 651
examples by learning as change. 652
Future research 653
The study has certain limitation s, because it was apply between students from specific 654
universities from each country . Another limit ation is the target from each university and the specific 655
fields of university from each country. Also must be acknowledged, introducing opportunities for 656
future research taking in consideration the demographical characteristics which in that study was 657
not taken in consideration except the mother education and country as a culture factor. For future 658
research t he study would have implications for the adoption of environmental cultural norms in 659
order to inspire environmental actions to improve attitude and behavior. Additional studies could 660
aim to redefine and redesign the cultural factors with impact in environmental decisions or transfer 661
of good practice and results by examining common topics and cu ltural norms. The fields of 662
environmental and cultural research can result in effective strategies for environmental problems 663
facing our society. 664
665
Author Contributions: S.S design the research, S.S. and B.G.D. provided the data collection and drafted the 666
manuscript. Both authors discussed the research, cooperated and approved the final manuscript. 667
Conflicts of Interest: The authors declare no conflict of interest . 668
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