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Climatic changes caused by greenhouse gases (GHGs) emissions are an urgent challenge for all regions around the globe while the livestock sector is an important source of GHGs emissions. The adoption of low-carbon manure treatment technology (LMTT) by farmers is emerging as an effective remedy to neutralize the carbon emissions of livestock. This paper aims to incorporate environmental literacy and social norms into the analysis framework, with the aim of exploring the impact of environmental literacy and social norms on farmers' adoption of LMTT and finally reduce GHGs emission and climate effects.

This research survey is conducted in Hebei, Henan and Hubei provinces of China. First, this research measures environmental literacy from environmental cognition, skill and responsibility and describes social norms from descriptive and imperative social norms. Second, this paper explores the influence of environmental literacy and social norms on the adoption of LMTT by farmers using the logit model. Third, Logit model's instrumental approach, i.e. IV-Logit, is applied to address the simultaneous biases between environmental skill and farmers’ LMTT adoption. Finally, the research used a moderating model to analyze feasible paths of environmental literacy and social norms that impact the adoption of LMTT by farmers.

The results showed that environmental literacy and social norms significantly and positively affect the adoption of LMTT by farmers. In particular, the effects of environmental literacy on the adoption of LMTT by farmers are mainly contributed by environmental skill and responsibility. The enhancement of social norms on the adoption of LMTT by farmers is mainly due to the leading role of imperative social norms. Meanwhile, if the endogeneity caused by the reverse effect between environmental skill and farmers’ LMTT adoption is dealt with, the role of environmental skill will be weakened. Additionally, LMTT technologies consist of energy and resource technologies. Compared to energy technology, social norms have a more substantial moderating effect on environmental literacy, affecting the adoption of farmer resource technology.

To the best of the authors’ knowledge, a novel attempt is made to examine the effects of environmental literacy and social norms on the adoption of LMTT by farmers, with the objective of identifying more effective factors to increase the intensity of LMTT adoption by farmers.

This study examines the multidimensionality of the environmental literacy concept among university business students in Ghana. The study also investigates the relationship between students’ interests in environmental issues and knowledge levels of environment and assesses how these two constructs influence students overall environmental behaviour and actions.

Using a total of 591 business students from the University of Ghana Business School, the study uses exploratory factor analysis to examine the multidimensionality of environmental literacy concept. A structural equation modelling-based approach was used to examine the relationship among the study constructs.

Based on the factor analysis results, the study documents that environmental literacy concept can be grouped under four distinct factors (general environmental factors; industry-related factors; environmental assessment factors; and accounting-related factors). The regression results indicate a direct and positive relationship between students’ interest in environmental issues and their environmental literacy level. Also, students’ interest and their knowledge levels of environmental issues were found to be good predictors of actual students’ involvement in activities that promote sustainable environment.

The conclusions of the study are based on only data from one public university, which limits the generalizability of the findings.

The study is unique as it is the first empirical study to investigate environmental literacy levels in higher education in the Ghanaian setting.

This study aims to assess the spread of environmental literacy graduation requirements at public universities in the USA, and to highlight factors that mediate the adoption of this curriculum innovation.

The author analyzed the undergraduate general education curriculum requirements at all 549 public BA-granting higher education institutions in the USA between 2020 and 2022.

The study found that only 27 US public universities out of 540 have an environmental literacy graduation requirement, which represents 5% of universities and is substantially lower than previous estimates.

First, this study provides a more complete, more reliable and more current assessment of the graduation requirement’s presence at US tertiary institutions, and shows the number of universities that have implemented this innovation is lower than was estimated a decade ago. Second, it draws from the scholarship on the infusion of sustainability into the university curriculum to provide a comprehensive discussion of factors that mediate the pursuit and implementation of the graduation requirement. As well, it identifies factors that played a key role in one pertinent case.

This study aims to assess the current knowledge and awareness of environmental and sustainable development of Nigerian students by investigating the influence of their sociodemographics.

This study adapts the concept of using an assessment model in a bespoke application of Sulitest® and Assessment of Student Knowledge. A total of 650 undergraduate students (in the environment, engineering and agriculture programs) were administered a paper-based questionnaire from June to July 2019.

This study determined that Nigerian students performed poorly on the sustainability literacy test (SLT). Furthermore, students majoring in agriculture exhibited higher knowledge in the social and overall topics, followed by students majoring in the environmental field. From the study findings, the authors recommend that periodic assessment using SLT measures will help higher education institutions (HEIs) identify targeted sustainability programs for the development of students and educators. Hence, HEIs in Nigeria and elsewhere should use sustainability assessment tools to promote pro-environmental awareness.

The SLT is one of several options to assess sustainability knowledge in HEIs. Several HEIs across the USA and Europe have been known to adopt some SLT assessment techniques to improve environmental literacy among students. However, environmental literacy has global implications; hence, this study contributes to the limited body of literature investigating the level of environmental awareness or literacy among university students from a developing country, focusing on the three main study programs (agriculture, environment and engineering).

The purpose of this paper is to examine the level of environmental literacy among business lecturers in Malaysia.

A survey, which involved a combination of newly developed items and items adopted from past studies, was used to collect data from 35 respondents (out of 70).

The overall mean score for environmental literacy is 3.22 (out of 5), indicating that the respondents' level of literacy is slightly more than just fair knowledge. The most widely understood environmental literacy term is corporate social responsibility (CSR). The respondents were apparently aware of the recent mandatory disclosure requirement, i.e. to include the environmental information in companies' annual reports and the initiative moving towards “Green Malaysia”.

Universities in Malaysia could learn from environmental initiatives undertaken by universities in developed countries in terms of implementation, organizational policies and strategies. It is important for business lecturers to influence students to favourably perceive environmental issues as one of the core business activities, using a participative approach in teaching and learning.

This paper adds to the limited literature of CSR education research, particularly in Malaysia, by filling the gap with the development of 13 items to determine the level of awareness toward environmental initiatives in Malaysia.

This study aims to propose the corresponding ways and methods to strengthen the environmental moral education based on scientific research methods, rigorous scientific theory and the specific content of environmental moral education.

In this study, taking 360 volunteers of Yangtze University, Hubei, as the research samples, the 32-week (3 h per week) experimental research was preceded in this study. Among the 360 distributed copies of questionnaires, 289 copies are valid, with the retrieval rate 80 per cent.

The research results show significant correlations between environmental education and environmental ethics; environmental ethics and environmental literacy; and environmental education and environmental literacy.

The research on the environmental moral education in China was still in the primary stage, and there were few results that can be used for reference. As a result, there was a lack of empirical research in this paper, which needed to be further expanded and improved.

This study put forward a series of new judgments and new views to solve the problems, which provided a good theoretical basis for the current education and teaching work of the majority of educators and valuable reference for future research on related topics. This study was helpful to further enhance the environmental moral awareness and environmental moral level. Aiming at the problems existing in environmental moral education, this study proposed a series of solutions to make the whole society, schools and families work together for the improvement and development of environmental moral education.

This study was helpful to promote environmental moral quality and level, promote the harmony between man and nature and form a good habit of environmental protection in the whole society.

This study identifies new factors influencing the adoption of two recently promoted messages in Canada's updated food guide (FG): enhancing pleasure of eating healthy foods (PEHFs) and shifting food choices towards plant protein foods. Currently, limited and contradictory evidence is available regarding associations between environmental values, nutrition literacy, PEHFs, and plant/animal protein food consumption.

An online survey measuring environmental values; nutrition literacy, distinctively based on previous (2007) and most recent (2019) FG messages; PEHFs; and annual changes in the consumption of protein foods was sent to Quebec residents (N = 128).

Greater nutrition literacy of both 2007 and 2019 FGs and greater environmental values were associated with greater PEHFs (ß = 0.248, p < 0.01; ß = 0.209, p < 0.05; ß = 0.423, p < 0.001, respectively). Greater PEHFs was associated with greater consumption of plant protein foods (ß = 0.405, p < 0.001). Greater nutrition literacy of the 2007 FG was associated with greater consumption of animal protein foods (ß = 0.409, p < 0.001), whereas greater nutrition literacy of the 2019 FG was linked to lower consumption of animal protein foods (ß = −0.225, p < 0.05).

Enhancing PEHFs may require increasing general FG nutrition literacy and strengthening environmental values. To encourage plant protein food consumption and decrease animal protein food consumption, the authors recommend promoting PEHFs and increasing nutrition literacy based on newest FG recommendations.

This new evidence may help develop strategies promoting PEHFs and plant protein food consumption, thus increasing uptake of new FG recommendations.

This chapter investigates the social determinants (urbanisation, population, literacy and corruption) of greenhouse gas (GHG) emissions in the top 100 developed and developing emitting countries. The data were collected from central repositories for the different variables explored for the period 2012–2020 in a cross-country analysis. Fixed effects ordinary least squares (OLS) regression was used to analyse the data. The results for all top 100 countries and developing countries show that urbanisation and corruption are significantly positive and negative determinants of GHG emissions, respectively. In addition, literacy is a significant positive determinant of GHG emissions in developing countries but not in the top 100 and developed countries. Population is not significant in the top 100 developed and developing countries. The results for the control variables suggest that primary energy consumption is a positive significant determinant of GHG emissions in the top 100 developed and developing countries. However, gross domestic product (GDP) is not a significant determinant of GHG emissions. The findings have important policy implications.

Chief academic officers at four‐year institutions in the USA were surveyed electronically to examine the extent to which these institutions provide for the environmental education of students in non‐environmental majors, and to identify various approaches to increasing environmental literacy at the college level. Of the 496 responding institutions (representing a 42.3 percent response rate), 11.6 percent indicated that an “environmental literacy” course was required of all students, and 55.0 percent reported that such a course was available and countable toward the institution’s general education requirements. At least one “environmental” minor (e.g. Environmental Science, Environmental Studies) was offered at 33.7 percent of the institutions; 39 percent reported the existence of an “environmental” academic program that offered a course appropriate for non‐majors. Discusses various approaches to achieving environmental literacy at the college level and statistical differences in survey responses among Carnegie classifications, from Research to Baccalaureate; between public and private institutions; and among geographical regions.

A sustainable future requires that we empower our children to not only make green consumer choices but also consider the wider issues of sustainable consumption. This paper aims to investigate suitable measures to evaluate children’s sustainable consumption and production (SCP) knowledge, attitudes and behaviour and develop and test intervention content aimed at improving literacy in this area.

A mixed method approach was adopted to develop measurement and intervention materials for SCP. 21 Year Eight (12-13-year-old) New Zealand children participated in one-hour focus groups where they completed scales to measure their sustainable consumption attitudes two major environmental values, behaviours The middle school environmental literacy survey and knowledge and participated in discussions to evaluate the SCP knowledge intervention content and questions developed.

A qualitative analysis of group discussion was used to test the understandability, perceived usefulness and level of difficulty of the intervention booklet to inform its further development. The results show children’s (prior) knowledge score was highly correlated with their attitudes, and attitudes were highly correlated with both intention and behaviour scores. The paired t tests demonstrated significant differences in the pre- and post-intervention knowledge scores.

The measures and intervention content piloted in this study fill an important gap in existing literature, addressing the lack of appropriate measures and resources to encourage and enhance children’s important role in contributing to a sustainable consumption future.

The development of a measurable intervention will enable the establishment of a platform for the continued and participatory development of sustainable consumption and production resources for children.