Examining the Relationship Between Ecoliteracy and Green Product Usage Behavior Among Geography Education Students at a University in West Java, Indonesia

Ecoliteracy is considered an important foundation for promoting environmentally responsible behavior, including the use of green products. However, evidence regarding this relationship among Geography Education students, who are expected to become future environmental educators, remains limited. This study examined the relationship between ecoliteracy and green product usage behavior among Geography Education students at a university in West Java, Indonesia. A quantitative cross-sectional survey design was employed, involving 182 students selected through stratified random sampling. Data were collected using validated questionnaires and analyzed using descriptive statistics and simple linear regression. The findings revealed a statistically significant positive relationship between ecoliteracy and green product usage behavior (F = 30.253, p < 0.001). The regression model produced an R-value of 0.379, with an R² of 0.144, indicating that ecoliteracy explained 14.4% of the variance in students’ green product usage behavior. These findings suggest that although ecoliteracy is an important predictor of environmentally responsible behavior, other psychological, social, and contextual factors may also influence students’ behavioral practices. Strengthening ecoliteracy within Geography Education programs may contribute to fostering more sustainable consumption behaviors among future educators.