Environmental Education Practices-Evedence From Dindigul’ School Children

Abstract

Learning about environment is important but it is even more important to apply what we learn in our day-to-day life to develop an eco-friendly habit and make a positive impact, on that note starting early is even more important and needed in the world we live in. With an intent to understand the practical (application) dimension of environmental education taught at school this paper focuses on Dindigul school children's daily habits, lifestyle decisions and aspirations for a sustainable future. Multi-Stage Proportionate Random Sampling (MSPRS) approach. The district educational office presented the initial step of data collection that was proceeded in the district's schools situated in all geographical directions (east, west, north and south). In the second phase, two government, two aided and six private schools were chosen from the district's total number of schools. Results show that middle adolescents (ages 11–14) consistently practice eco-friendly behaviors with private school students leading in higher application levels. The findings point out the older the students grow they expressed less dedication and consistency, middle school students were the most engaged in enjoying nature, animal care and sustainable actions. Socio-demographic factors like gender, urban rural background, caste, parental education and employment strongly shaped environmental application, with higher parental education and urban residence linked to stronger ecopractices. Educational support systems also played a key role; student with tuition support, exhibition exposure, participation opportunities and personal motivation reported stronger environmental engagement or weaker application depending on school type. Our findings highlight that the practical side of environmental education is not uniform and show how students actions evolve across adolescence and the important need to keep the spirit and action for environmental sustainability as they grow.