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Article

Does Environmental Education Matter? Evidence from Provincial Higher Education Institutions in China

College of Economics and Management, Shandong University of Science and Technology, Qingdao 266590, China
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Sustainability 2020, 12(16), 6338; https://doi.org/10.3390/su12166338
Received: 2 July 2020 / Revised: 2 August 2020 / Accepted: 5 August 2020 / Published: 6 August 2020
(This article belongs to the Special Issue Environmental Education for Sustainability)
Environmental education pedagogy is divided into two categories: teacher-driven pedagogy and student-driven pedagogy. Their impacts on the environmental awareness of college students are analyzed using the propensity score matching method. The analysis results for 485 survey data points from college students show that both of these two pedagogies influence college students’ environmental awareness positively, and the effect of student-driven pedagogy is higher. The conclusion provides insight for the further development of college students’ environmental education. View Full-Text
Keywords: environmental awareness; teacher-driven pedagogy; student-driven pedagogy; propensity score matching; higher education institution environmental awareness; teacher-driven pedagogy; student-driven pedagogy; propensity score matching; higher education institution
MDPI and ACS Style

Ma, Y.; Men, J.; Cui, W. Does Environmental Education Matter? Evidence from Provincial Higher Education Institutions in China. Sustainability 2020, 12, 6338. https://doi.org/10.3390/su12166338

AMA Style

Ma Y, Men J, Cui W. Does Environmental Education Matter? Evidence from Provincial Higher Education Institutions in China. Sustainability. 2020; 12(16):6338. https://doi.org/10.3390/su12166338

Chicago/Turabian Style

Ma, Yuan; Men, Jingzhi; Cui, Wei. 2020. "Does Environmental Education Matter? Evidence from Provincial Higher Education Institutions in China" Sustainability 12, no. 16: 6338. https://doi.org/10.3390/su12166338

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