Sustainability, Vol. 15, Pages 15315: Knowledge in Regard to Environmental Problems among University Students in Cali, Colombia

Sustainability, Vol. 15, Pages 15315: Knowledge in Regard to Environmental Problems among University Students in Cali, Colombia

Sustainability doi: 10.3390/su152115315

Authors: Silvia A. Quijano Victor Alfonso Cerón Carlos Eduardo Guevera-Fletcher Iván Mauricio Bermúdez César Augusto Gutiérrez Jonathan S. Pelegrin

The purpose of this research was to understand the level of environmental knowledge among students at Santiago de Cali University (USC) and to evaluate the differences found based on school, gender, and age groups. To gather data, a survey that included sociodemographic information, aspects of environmental knowledge, actions aimed at mitigating environmental problems, and environmental awareness was administered to 268 students at USC in the year 2017. We conducted an online survey of 268 students in the year 2017 by means of a questionnaire that included 18 questions with sociodemographic information, aspects of environmental knowledge, actions aimed at mitigating environmental problems, and environmental awareness campaigns conducted at USC. Additionally, we conducted an analysis to assess how gender, age groups, and academic training influence the scores of the constructed indicators: General Index of Environmental Knowledge (GI), Identification of Environmental Problems (EP), Solutions to Environmental Problems (SP), and Knowledge of Environmental Campaigns (EC). Statistical tests (i.e., Mann–Whitney U test, Chi-square test of independence, Pearson’s coefficients correlation) were used to analyze the data. Through this study, we concluded that although no significant differences were found in environmental knowledge and actions to mitigate environmental problems between genders, age groups, and schools, there were important implications observed in these categories concerning the variables analyzed. In addition, positive correlations were found between the indicators GI and SP, both globally and at the level of each gender, age group, and in some schools, which shows that with greater knowledge of environmental problems, there is greater recognition of solutions.