Environmental Sustainability among Secondary School Students: A Study of Parental Education and Family Income

Abstract

Environmental sustainability has become a global imperative in addressing contemporary environmental challenges such as climate change, biodiversity loss, environmental degradation, and the unsustainable exploitation of natural resources. Developing environmentally responsible citizens requires not only effective school education but also supportive family environments that nurture environmental values and sustainable lifestyles. In this context, parental education and family income are considered important socio-demographic factors that may influence students’ environmental understanding and behaviour. The present study examined environmental sustainability among secondary school students with special reference to parental education and family income.

The study adopted a descriptive survey method and was conducted on a sample of 400 secondary school students selected through stratified random sampling from five schools in Tirupati, Andhra Pradesh. Data were collected using a standardized Environmental Sustainability Scale developed and validated by the investigator. The sample included students representing different categories of mothers’ educational qualifications, fathers’ educational qualifications, and family income levels. Descriptive statistics such as frequency, percentage, mean, and standard deviation were employed to describe the data, while Analysis of Variance (ANOVA) was used to determine significant differences among the groups.

The findings revealed that students whose parents possessed higher educational qualifications demonstrated slightly higher levels of environmental sustainability than those whose parents had lower educational qualifications. However, the differences among students based on mothers’ educational qualifications and fathers’ educational qualifications were not statistically significant. Similarly, family income did not produce significant differences in environmental sustainability among secondary school students. The results suggest that environmental sustainability is not determined solely by socio-economic and educational backgrounds but is influenced by multiple factors, including school experiences, environmental education, and personal engagement with sustainability-related issues. The study underscores the importance of strengthening environmental education programmes across schools irrespective of students’ family backgrounds. The findings provide valuable implications for educators, curriculum planners, policymakers, and researchers seeking to promote environmental sustainability among adolescents and contribute to the achievement of sustainable development goals.