Comparison of Environmental Literacy Components Among Students and Faculty Members of Payame Noor University

Purpose: The purpose of the present study is to examine the status of environmental literacy components (environmental knowledge, environmental skills, environmental attitudes, and sensitivity to environmental issues) among faculty members and students at Payame Noor University. Methods and Materials: This research is applied in terms of purpose, causal-comparative in nature, and conducted using a survey methodology. The statistical population includes all faculty members of the Department of Educational Sciences and e-learning students of Payame Noor University during the 2018–2019 academic year. A total of 372 students and 86 faculty members were selected through stratified random sampling. Following a review of the literature, a researcher-made environmental literacy questionnaire—whose validity and reliability were confirmed—was distributed among the sample. Findings: Results of the independent t-test indicated a statistically significant difference between students and faculty in the components of environmental knowledge, environmental attitudes, and sensitivity to environmental issues. However, no significant difference was found between the two groups in terms of environmental skills. Additionally, the results of the Friedman test for ranking the components of environmental literacy showed that both groups—faculty and students—selected environmental knowledge as their top priority. Faculty members subsequently prioritized environmental attitudes and environmental behavior as their second and third choices, respectively. In contrast, students reversed these priorities. Furthermore, both groups ranked environmental sensitivity as the lowest priority. Conclusion: Ultimately, it was recommended that, due to the importance of education in fostering environmental literacy, specialized environmental education courses emphasizing sensitivity to environmental issues be held for both students and faculty members.