Student Benchmark Survey on Ecological Literacy Research Project

Abstract

The following research study investigates the level of ecological literacy of fourth year and above students at Dalhousie University. Ecological literacy, or eco-literacy, refers to the capacity of an individual to perceive, interpret and alter the relative health of the natural environment (Roth, 1992). Specifically, the eco-literacy of students in their fourth year and or above with the intention of graduating in the environment-related disciplines of Environment, Sustainability & Society and Environmental Science is examined. An accredited survey conducted by Anna Elizabeth McGinn (2014) was administered to 91 students these respective programs. Probabilistic and non-probabilistic sampling methods were used in the administration of the survey. The survey prompted students to answer environment-related questions in the areas of Caring, Practical Competency and Knowledge in order to test their competence in eco-literacy. A student must have a high enough combination of Caring, Practical Competency and Knowledge towards the environment in order to be considered ecologically literate (McGinn, 2014). Following a thorough analysis of the results, the researchers determined eco-literacy levels for each sample population. For the Environment, Sustainability & Society population, 85% were considered ecologically literate while 15% were considered illiterate. Moreover, for the Environmental Science sampling frame of 19 students, 79% were considered ecologically literate while 21% were considered illiterate. The statistics demonstrate that students in their fourth year or higher at Dalhousie University have a high eco-literacy comprehension. It is noted, however, that there is room for improvement in each program with respect to eco-literacy. Further research is recommended by the researchers in order to advance efforts in the field of eco-literacy at the institution.