A Theoretical Framework on Environmental Literacy Among Arts and Science Ug Students

Abstract Environmental literacy is a multidimensional construct that extends beyond factual knowledge to encompass awareness, attitudes, values, skills, and behaviors that collectively enable individuals to engage responsibly with the environment. It is not a static trait but a dynamic capacity that develops through interaction with ecological systems, educational experiences, and socio-cultural contexts. Among undergraduate students, particularly those pursuing Arts and Science disciplines, environmental literacy plays a pivotal role as they represent a generation of emerging leaders, educators, researchers, and citizens who will shape sustainable futures. This paper advances a theoretical framework for understanding environmental literacy among Arts and Science undergraduates, one that integrates the cognitive dimension (knowledge and comprehension of environmental concepts), the affective dimension (attitudes, values, and emotional connection to nature), and the behavioral dimension (practical actions and decision-making that reflect environmental responsibility). The framework also highlights the socio-cultural dimension, recognizing that students’ worldviews and practices are influenced by cultural narratives, disciplinary orientations, institutional contexts, and broader societal values.