Expanding what counts as environmental: integrating justice pedagogy in general education science

Purpose This study aims to examine whether participation in a general education environmental science course with integrated environmental justice (EJ) content is associated with changes in how non-majors classify “what counts” as an environmental issue. Design/methodology/approach Students at a Midwestern US university completed pre- and post-course surveys (N = 47 pre, 40 post; 24 matched) in a one-group pre–post design. The instrument combined the New Ecological Paradigm (NEP) with issue-classification items using Song et al.’s (2020) two-factor structure (eco-oriented and human-oriented). Matched pre–post change was tested with Wilcoxon signed-rank tests (Holm-adjusted across the three composite outcomes) and supplemented by item-level direction-of-change counts (n ↑/ n ↓/n =). Findings NEP scores and eco-oriented classifications were high at baseline and changed minimally. Human-oriented classifications increased in the matched sample (ΔMdn = 0.42 on a four-point scale; Holm-adjusted p = 0.024; rank-biserial r = 0.63). Increases were most evident for structural inequality and access items, whereas more ambiguous human-centered items (e.g. smoking, traffic congestion) changed little. Given the one-group design, results are interpreted as course-associated rather than causal. Originality/value This study examines “what counts as environmental” as an assessable sustainability learning outcome consistent with SDG 4.7’s emphasis on linking sustainability with equity and citizenship, and offers a course-ready survey approach for examining issue-classification broadening in higher education.