Assessing Environmental Awareness of First-Year Undergraduate Students in Azerbaijan

Abstract

This study explored he perceptions of undergraduate students regarding the status of environmental awareness in Azerbaijani society. Additionally, it explored students' reflections on how environmental awareness is promoted through key sources, including media, social networks, and textbooks. By examining these perspectives, the research seeked to provide insights into the role of educational materials and public messaging in shaping young people's environmental consciousness and to identify potential gaps or opportunities for enhancing environmental awareness in Azerbaijan. The Environmental Literacy Framework by McBeth and Volk (2010) which emphasizes knowledge, attitudes, and skills as main components of environmental literacy was used as a theoretical framework in the research. Based on this framework, this research investigates how first-year students perceive environmental issues in Azerbaijani society and how sources such as media, social networks, and textbooks shape their awareness. Qualitative research approach was used and data was collected through semi-structured interviews with 16 students from four public universities and three experts from environmental science, media and non-governmental organization. Thematic analysis used revealed that while first-year students generally understand basic environmental challenges such as pollution and climate change, their depth of knowledge varies in a significant manner. Social media appeared to be one of the main sources of environmental information, while school textbooks were considered insufficient by the majority of the students. Students also expressed the role of the practical experiences, such as university eco-clubs, and events such as COP29 as more impactful way of learning in developing environmental knowledge rather than only-theoretical-based learning.