Research on Environmental Awareness, Behavioral Status and Influencing Factors Among College Students in China: An Empirical Analysis Based on 348 Questionnaires

Abstract

To explore the practical characteristics of environmental awareness and behaviors among college students in China's new era, analyze the core influencing factors of environmental behaviors, and evaluate the effectiveness of environmental education systems in universities, this study conducted a questionnaire survey from March 12 to March 16,2026, collecting data from 348 enrolled college students across multiple universities in 31 provincial-level administrative regions (including22 provinces: Shaanxi, Jiangsu, Zhejiang, Gansu, Guangdong, Henan, Heilongjiang, Hunan, Sichuan, Anhui, Shandong, Fujian, Hubei, Jiangxi, Shanxi, Hebei, Liaoning, Jilin, Guizhou, Yunnan, Qinghai, Hainan; 4 municipalities: Beijing, Shanghai, Tianjin, Chongqing; and 5 autonomous regions: Inner Mongolia Autonomous Region, Guangxi Zhuang Autonomous Region, Tibet Autonomous Region, Xinjiang Uygur Autonomous Region, Ningxia Hui Autonomous Region). Reliability and validity analyses were performed using SPSS software, along with correlation and regression analyses. The results indicate that students generally demonstrate strong understanding of core environmental concepts, with nearly 70% of respondents achieving "very familiar" or "fairly familiar" levels. Over 70% of students frequently engage in environmental behaviors, but there is a "knowledge-action gap," with less than 40% actively intervening in environmentally harmful behaviors. Personal environmental awareness, environmental knowledge reserves, and the development of university environmental education systems are key factors influencing student environmental behaviors. While university environmental education has established foundations in curriculum design, publicity campaigns, and student organization development, challenges remain, including uneven course quality, monotonous publicity formats, and insufficient organizational vitality. Based on China's national "dual carbon" strategy and relevant policies on ecological civilization education, this study proposes targeted improvement strategies from three perspectives—individuals, universities, and society—by integrating research findings. These strategies aim to enhance college students' environmental literacy and refine the university environmental education system, providing empirical references for practical implementation.