Proceeding of The International Conference of Inovation, Science, Technology, Education,

Children, and Health

Volume. 4 No. 2, 2024
e-ISSN : 2776-9062, Page. 156-171
Available online at: https://icistech.org/index.php/icistech

Effectiveness of Environmental Education Programs for College Students in

Enhancing Sustainability Education for SDG’s 2030 : A Systematic
Literature Review
Saifana Iluj’ Dhia Hakiki1*, Diki Anggi Saputra2
1
Department of Geography, Universitas Negeri Malang Malang, Indonesia
2
Employee at Mayora Group, Indonesia

*Corresponding Author: [email protected]

Abstract : The purpose of this study is to identify the challenges and barriers faced especially in the
environment and student education and evaluate the effectiveness of environmental education programs for
students in improving sustainability education based on the Sustainable Development Goals (SDGs) 2030
analyzed by a systematic literature review. This study used a systematic literature review research approach
guided by the Preferred Reposrting Items for Systematic Review and Meta-Analysis (PRISMA). This research
concludes that environmental education in higher education integrated with the 2030 Sustainable Development
Goals (SDGs) plays an important role in building students' understanding, skills, and critical awareness of
complex global environmental issues. This education programme aims to improve students' knowledge, critical
thinking skills, and innovative solutions to environmental challenges.

Keywords : Effectiveness, education, programs, environmental, and SDG’s

1. INTRODUCTION
Sustainable Development plays an important role in education. This is because it can
equip students with the knowledge, skills and values needed for future global challenges (J. C.
González-Salamanca, O. L. Agudelo, and J. Salinas, 2020). In the context of higher education,
the integration of sustainable development principles in the curriculum helps students
understand the long-term impact of their decisions on the environment, society and the
economy. This not only shapes theoretical understanding, but also develops critical thinking
and problem-solving skills that can be applied in the real world. Sustainability-oriented
education also encourages students to innovate and find solutions that support the
achievement of the 2030 Sustainable Development Goals (SDGs).
In addition, students with sustainable education tend to be better prepared to become
responsible and ethical future leaders, able to make decisions that pay attention to the balance
between economic growth, social welfare, and environmental sustainability. Therefore,
sustainable education in universities not only contributes to the individual development of
students, but also plays an important role in the life of society.
The Sustainable Development Goals (SDGs) are a set of global goals agreed upon by
United Nations (UN) member states in 2015 as part of the 2030 Agenda for Sustainable
Development. Consisting of 17 goals covering various aspects of human life and the planet,
the SDGs aim to end poverty, reduce inequality, protect the environment, and ensure that all
people have access to quality education, good health, decent work and a decent life (M. A.
Received: July 19, 2024; Revised: August 15, 2024; Accepted: September 18, 2024;
Online Available: September 19, 2024;
 Effectiveness of Environmental Education Programs for College Students in Enhancing Sustainability
Education for SDG’s 2030 : A Systematic Literature Review

Camilleri and A. C. Camilleri, 2020). Each of these goals is supported by specific targets and
indicators that all countries must achieve, with the overriding principle of "no one left
behind" that meaning no single person or community is left behind. The SDGs recognize that
global challenges such as climate change, inequality and the environmental crisis are
interconnected and require a holistic approach and international cooperation to achieve
sustainable solutions. Through the SDGs, the world is committed to creating a more inclusive,
just and prosperous future for all humanity and future generations (C. Wamsler and F. Restoy,
2020).
Environmental education programs for university students are essential for achieving
the Sustainable Development Goals (SDGs) by providing students with the knowledge and
skills necessary to support environmental sustainability, health, and quality education (A. M.
Hunashyal, S. Halyal, and R. A.K, 2024). However, there is a need to address gaps in
evaluating the effectiveness of these programs among university students (Ridayani, N.
Saputra, N. Siagian, R. A. S. Owon, and I. Rawadhy, 2022). Research has shown that campus
programs and policies focused on environmental conservation significantly influence student
involvement and environmental behavior, particularly in areas like waste management
(Ridayani, N. Saputra, N. Siagian, R. A. S. Owon, and I. Rawadhy, 2022).
The success of environmental education programs in universities is closely tied to
students' environmental orientation, concern for environmental issues, and the promotion of
sustainable initiatives by educational institutions. Studies have indicated that providing
environmental education to university students can enhance their environmental knowledge
and attitudes (B. CENGİZ and Z. BAHAR, 2023). Therefore, integrating
sustainability-focused courses into university curricula is crucial for fostering a culture of
environmental responsibility among students (A. M. Hunashyal, S. Halyal, and R. A.K, 2024).
Moreover, the SDGs underscore the importance of quality education, equal access to
tertiary education, and lifelong learning opportunities for all (M. Chankseliani and T.
McCowan, 2021). Achieving the SDGs necessitates a profound understanding of current
global challenges and the development of innovative solutions and policies (K.
Ansah-Mensah, A. Osman, C. E. Yalley, and K. Adu-Boahen, 2023). By incorporating the
SDGs into educational frameworks, universities can contribute to addressing issues such as
climate change, water conservation, and forest preservation (C. Davino and N. D’Alesio,
2023).
Gaps in the understanding of the effectiveness of environmental education programs for
university students have a significant impact on the achievement of the Sustainable

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Development Goals (SDGs). While environmental education is increasingly recognized as

key to achieving many of the SDG targets, particularly those related to environmental
sustainability, health and well-being, and quality education, there are still limitations in
evaluating the extent to which these programs are effective among university students.
Without a deep understanding of whether environmental education programs succeed or fail,
it is difficult to optimize initiatives and ensure that they effectively equip students with the
knowledge and skills needed to support the SDGs (M. J. Ketlhoilwe, N. Silo, and K.
Velempini, 2020). As a result, the full potential of environmental education in shaping change
agents capable of facing global and local challenges has not been fully achieved (C. D. Trott
and A. E. Weinberg, 2020).
To overcome the gap in understanding the effectiveness of environmental education
programs for university students, a solution is needed in the form of a comprehensive
desk-based evaluation of these programs to enhance sustainability education in line with the
goals of SDG 2030 (J. Sierra-Pérez and I. López-Forniés, 2021). The evaluation involved an
in-depth analysis of existing research and publications. It aims to identify trends, successes
and challenges in the implementation of environmental education programs. Through a
systematic approach to collecting and analyzing literature, the evaluation was able to reveal
important factors that contribute to program effectiveness, student engagement in the
environment, and long-term impact on sustainable behavior. In addition, desk research allows
for an assessment of the different approaches that have been used in different institutions,
providing insights that can be used to refine existing programs. Therefore, desk-based
evaluations not only provide robust evidence on what works and what doesn't, but also help
strengthen the role of higher education in achieving SDG 2030 more effectively and
efficiently (L. Zhou, N. Rudhumbu, J. Shumba, and A. Olumide, 2020).
Research studies have shown that environmental education programs can positively
impact the ecological awareness of university students (I. Guevara-Herrero, B. Bravo-Torija,
and J. M. Pérez-Martín, 2024). These programs have been found to enhance students'
environmental literacy, including their awareness, sensitivity, knowledge, values, attitudes,
skills, and experiences related to the environment (M. P. Amador-Alarcón, C. A.
Torres-Gastelú, A. Lagunes-Domínguez, H. Medina-Cruz, and C. A. Argüello-Rosales, 2022).
Additionally, environmental education not only imparts knowledge but also influences
behavior, engagement, and environmental knowledge, significantly affecting students'
pro-environmental behavior (A. F. Aulya, N. Suparman, and S. N. Kaunain, 2022).
 Effectiveness of Environmental Education Programs for College Students in Enhancing Sustainability
Education for SDG’s 2030 : A Systematic Literature Review

The novelty of this research is that by examining various geographical, social, and
institutional contexts, this literature study can uncover differences and similarities in the
implementation of environmentally-based sustainable education programs in different regions,
thus providing a global view while taking into account local uniqueness. The novelty also lies
in the potential of the desk-based approach to inform curriculum development and
educational strategies that are more adaptive and responsive to the evolving sustainability
challenges in achieving the 2030 SDG goals.
The purpose of this study is to identify the challenges and barriers faced especially in
the environment and student education and evaluate the effectiveness of environmental
education programs for students in improving sustainability education based on the
Sustainable Development Goals (SDGs) 2030 analyzed by a systematic literature review.

2. MATERIALS AND METHODS

This study used a systematic literature review research approach guided by the
Preferred Reposrting Items for Systematic Review and Meta-Analysis (PRISMA). The
existence of this research review allows researchers to identify and map similar research
topics simultaneously. This study aims to generate and map variables that affect teacher
competence and performance. Researchers focused on factors that influence teacher
performance and competence.

Review of Systematic Literature Review Process

In this literature systematic review process, researchers used journal indexing portals
accessed through Google Scholar, SINTA and Scopus. The article search process was
adjusted to the research topic, namely focusing on factors that affect teacher competence and
performance. The literature systematic review process in this study begins with determining
the string category or coding used to search for related articles.
In this case, researchers used the strings “environmental education programs for college
students in enhancing sustainability education for SDG’s 2030”. Through these search strings,
the researcher then began to search for articles through search engines and collected the
articles before data reduction and extraction. The first discovery through Google Scholar,
researchers obtained data as many as 314 articles using Indonesian strings and 97 articles
using English strings. While in Scopus, researchers obtained 19 articles using English strings,
and in SINTA researchers found 33 articles using English strings. Next, researchers
conducted data reduction and extraction by identifying topic suitability, completeness of

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inclusion and exclusion criteria, and removing duplication of topics. The final results of the
extraction on the three journal indexing portals, researchers obtained 20 articles.

Data extraction
Extraction was carried out on 25 articles that were identified according to the criteria. By
extracting data, researchers can map the dominant and significant factors from the article
search results. In this systematic literature review research, the data extraction process is
divided into 2, such as data extraction on articles with Indonesian search strings and data
extraction on articles with English search strings.
1. Figures Numbering & Citation
In this research, string search is the initial stage to identify articles that match the
research topic. The strings used are based on the keywords contained in the title of the article
which is focused on environment-based education. In using the keyword "Sustainability
Development Goals (SDGs) 2030" the researcher had some difficulty when identifying
articles with English keyword strings. Therefore, the researcher used an additional string of
"effect" which describes the presence of other related variables. The application of this search
was carried out on the SINTA and Scopus journal indexing portals. As for Google Scholar
indexing, researchers can search using keywords using Indonesian and English.
2. Inclusion and Exclusion Criteria
In this study, there are inclusion and exclusion criteria set with the aim of limiting the
space for identifying articles so that in the process of mapping the results, researchers can
map factors that are relevant to the research topic. The following criteria were set in this
study :
Table 1. Inclusion and Exclusion Criteria
Inclusion Exclusion
Articles using English and Indonesian Articles using languages other than english
language and indonesian
Articles are included in the journal or Articles are not included in the category of
proceedings category journals or proceedings

Articles are focused on research topics, The article is relevant to the research topic
environment-based sustainable education but does not discuss the effect caused
for students
Articles published in the range of Duplication of articles
2019-2024

Articles can be downloaded to facilitate the Articles are relevant to the research topic
 Effectiveness of Environmental Education Programs for College Students in Enhancing Sustainability
Education for SDG’s 2030 : A Systematic Literature Review

analysis process but cannot be downloaded so they cannot be

analyzed.

3. RESULT
Table 2. Result of Paper
Effectivenes
Author/ Countr
No. Method s of Result
Years y
Programs
1. Kenneth M. England Literature Yes 4DEE framework enhances college
Klemow, et review curricula for sustainability education.
all (2024) Integrating 4DEE with SDGs improves
ecological literacy and
decision-making.
2. Denise England Systematic Yes The findings reveal two significant
Rodríguez- literature trends: a substantial shift from
Zuritaet all review curriculum development (2000–2010)
(2024) to education for sustainable
development (2011–2022), and the
effectiveness of experiential learning
teaching approaches.
3. Steven J. Australi Mix-method Yes This undermines the calls for
Greenland, a comprehensive environmental
et all management education that effectively
(2023) integrates all key sustainability
dimensions. Various sustainability
models, mostly founded on the pillars
of sustainability, have consequently
evolved.
4. Anubha India Quantitative Yes Students show willingness for
Goel, et all method knowledge enhancement and action.
(2023) Students perceive climate change as a
significant threat.
5. Anshuman England Qualitative Yes Raise awareness about sustainability
Khare, method Prepare future leaders for addressing
Brian critical sustainability issues.
Stewart
(2024)
6. Carolyn N. England Literature Yes Increased awareness and
Stevenson, review understanding of environmental
et all challenges and ways to make a
(2022) positive impact. Promotion of
environmental awareness in
communities through hands-on

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experiential learning projects.

7. Ismail India Quantitative Yes Active teaching in environmental
Bello, et all method with education enhances sustainable
(2022) study case in development.
India
8. Meiai Chet China Systematic Yes This study supports the development
et all literature of sustainability education (SE) at the
(2021) review college level by providing new insights
into college students’ psychological
characteristics in relation to the SDGs.
9. Mamie England Qualitative Yes HEIs can effect change in achieving
Griffin method environmental sustainability. Effective
(2022) partnerships are crucial for creating
awareness.
10. Joseph England Literature Yes Fostering environmental consciousness
Owuondo, review and action necessitates seamlessly
et all integrating sustainable practices and
(2023) educational principles into prevailing
frameworks.
11. Akito Indonesi Quantitative Yes This suggested that the sustainability
Kisoshita, a method education program focusing on city
et all sustainability successfully enhanced
(2019) the motivation of learners to contribute
toward a more sustainable future.
12. Daniel Sweden Quantitative Yes knowledge about the effects of
Olsoon, et method sustainability education (SE) as an
all (2022) approach to teaching to foster students’
environmental citizenship in terms of
action competence for sustainability,
where SE could be defined by holism
(the approach to the sustainability
content) and pluralism (the approach to
teaching).
13. Zizka Switzerl Literature Yes To prepare today’s students to be
(2019) and review tomorrow’s leaders, HE institutions
must find more effective means of
teaching sustainability principles and
concepts that resonate with students
and create authentic engagement with
sustainability practices which will be
continued upon graduation.
14. Baron, J., England Quantitative Yes The study recommends that higher
Lawrence, method with educational institutions need to play a
et all questioner more critical role in educating students
 Effectiveness of Environmental Education Programs for College Students in Enhancing Sustainability
Education for SDG’s 2030 : A Systematic Literature Review

(2024) about the SDGs and need to infuse

sustainability within the curriculum.
15. H.Almazro England Literature Yes In alignment with the research
a, et all review objectives, the study provided
(2024) SDG-specific inputs for teacher
education/training programs developed
to train pre-service teachers and upskill
academics currently teaching at
various levels.
16. Macarena Spain The Yes The results show that many of the
Esteban descriptive, students have previous concepts about
Ibanez, et cross-section the environment, and they consider
all (2022) al and that environmental education is
quantitative required to solve environmental issues.
methodology
17. Wang, Y, et China Quantitative Yes The results also reveal that developing
all (2022) method students’ competences on
sustainability mindset/framework is
directly related to their belief in the
NEP and PEBs.
To develop an integrative pedagogical
approach requires understanding how a
HEI’s engagement in sustainability can
impact students’ attitudes and
behaviors, but little research has
actually measured the development of
students’ competences.
18. Vasiliki England Qualitative Yes The application of the tool can
Kioupi review generate empirical evidence on the
(2020) effectiveness of university
programmes and establish a strong
argument regarding the potential of
education as a tool for achieving the
SDGs.
19. Arruda England Quantitative Yes The data show a considerable impact
Filho, et all research of education in developing a new
(2019) mindset for sustainability leadership as
there is a big variation students’
average knowledge of the themes that
made up the sustainability mindset
suggesting that the students’ exposure
to the content in the school
environment helps increase their
knowledge.

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20. Klaudia Poland Literature Yes Present the results of a study on young
Zwolin, et review people’s awareness of sustainable
all ska development and their opinion on the
(2022) implementation of SDGs in curricula.
The publication responds to the
demand of technical students for
educational content related to
sustainable development and a greater
integration of economic, social, and
environmental issues.

Target of Paper
Table 3. Target of Paper
Journal 20 100%
Prociding 0 0%

Based on the type of journal, this research is divided into two, namely proceedings and
scientific journals. scientific journal. Based on these two types of research findings, a total of
15 studies with a total percentage of 100%.

Distribution Paper Based on Years

Table 4. Distribution Paper Based on Years
Year Total Percentage
2019 3 15%
2020 1 5%
2021 1 5%
2022 7 35%
2023 3 15%
2024 5 25%

Based on the 2019-2024 research year, there were 20 journal publications with a total
percentage of 100%. In 2018 and 2023 there were 3 journal respectively with a percentage of
15%. In the following year 2020 - 2021the number of journals published was 1 journals
with a percentage of 5%. Meanwhile, in 2022 and 2024 there were 7 and 5 journals with a
percentage of 35% and 25%.
Distribution Paper Based on Developing Countries
Table 5. Paper Based on Developing Countries
Countries Total Percentage
England 9 45%
Australia 1 5%
 Effectiveness of Environmental Education Programs for College Students in Enhancing Sustainability
Education for SDG’s 2030 : A Systematic Literature Review

China 2 10%
Indonesia 1 5%
Sweden 1 5%
Switzerland 1 5%
Spain 1 5%
India 2 10%
Poland 1 5%

Based on the distribution of countries, the research reviewed in this study was published
in several countries including the England, Australia, China, Indonesia, Sweden, Switzerland,
Spain, London, India, and Poland. Based on the findings of these countries, the highest country
for the publication of journal articles is England with 9 journals each and a percentage of 45%.
Distribution Paper Based on Method
Tabel 6. Distribution Paper Based on Method
Method Total Percentage
Qualitative method 3 15%
Systematic literature review and 8 40%
literature review
Quantitative method 8 40%
Mix method 1 5%

Based on the findings of the methods in the journals reviewed, qualitative, quantitative,
literature study, and mixed methods were found. The method used most is quantitative and
literature review as many as 8 journals with 40%.

4. DISCUSSION
Environmental education has become an important component in efforts to achieve the
2030 sustainable development goals (SDGs). At the tertiary level, environmental education
programs aim to develop critical awareness, knowledge, and skills necessary for students to
face global environmental challenges (M. Esteban Ibáñez, D. Musitu Ferrer, L. V. Amador
Muñoz, F. M. Claros, and F. J. Olmedo Ruiz, 2020). It is important to assess the extent to
which these programs are able to improve students' knowledge and skills in sustainability. In
addition, the influence of these programs on changes in student behavior in supporting the
SDG 2030 agenda is also a major concern. By evaluating the various approaches used in
environmental education programs.
3.1 Effectiveness of Environmental Education Programs for Students Based on The
Sustainable Development Goals (SDGs) 2030

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The effectiveness of environmental education programs for students based on the 2030
Sustainable Development Goals (SDGs) lies in their ability to increase students' awareness,
knowledge and action on environmental issues. These programs are designed to integrate
sustainability principles in the curriculum, so that students can understand the impact of
human behavior on the environment and the importance of maintaining a balanced ecosystem.
In addition, effective environmental education helps students develop critical and analytical
skills to solve environmental problems, which is in line with achieving the goals of the 2030
SDGs, such as action on climate change, preservation of marine and terrestrial life, and
sustainable consumption and production. Thus, environmental education integrated with the
2030 SDGs not only plays a role in improving students' understanding, but also in creating a
generation that is more responsible for the future of the earth (R. Oltra-Badenes, V.
Guerola-Navarro, J.-A. Gil-Gómez, and D. Botella-Carrubi, 2023).
Effective environmental education programs play a crucial role in enhancing students'
awareness, knowledge, and actions concerning environmental issues, aligning with the
objectives of the 2030 Sustainable Development Goals (SDGs). These programs are designed
to incorporate sustainability principles into the curriculum, enabling students to grasp the
impact of human activities on the environment and the significance of maintaining ecological
balance (G. D. Boca and S. Saraçlı, 2019). By integrating SDGs into the educational
framework, students not only gain a deeper understanding of environmental challenges but
also develop critical thinking and problem-solving skills necessary to address these issues.
Furthermore, environmental education fosters a sense of responsibility among students,
contributing to the creation of a more environmentally conscious and proactive generation (L.
Dunlop and E. A. C. Rushton, 2022).
Environmental education integrated with the 2030 Sustainable Development Goals
(SDGs) is crucial for enhancing students' comprehension of environmental issues and
cultivating the skills and mindset necessary for contributing to a sustainable future. Education
for Sustainable Development (ESD) has emerged as a pivotal campaign aimed at fostering
sustainability through formal and informal educational initiatives (A.-K. Holfelder, 2019).
This approach emphasizes the importance of equipping individuals with the knowledge, skills,
and values essential for promoting sustainable practices and behaviors (Y. Echegoyen-Sanz
and A. Martín-Ezpeleta, 2021). Furthermore, incorporating sustainability into Higher
Education Institutions (HEIs) is highlighted as a key strategy to instill sustainability
knowledge and practices among students (S. M. Carungay and L. Lasian, 2023).
Research underscores the significance of environmental education in developing
 Effectiveness of Environmental Education Programs for College Students in Enhancing Sustainability
Education for SDG’s 2030 : A Systematic Literature Review

environmental awareness among students (A. Mustofa and S. Sueb, 2023). By promoting
responsible behaviors, encouraging critical thinking, and nurturing sustainability attitudes,
these programs play a vital role in shaping a generation committed to safeguarding the planet
(Y. Echegoyen-Sanz and A. Martín-Ezpeleta, 2021). UNESCO emphasizes the role of
education in achieving Sustainable Development Goals (SDGs) and sustainability skills,
particularly focusing on SDG 4 on quality education and SDG 8 on decent work and
economic growth (M. Istrate, R. Horea-Serban, and I. Muntele, 2019). Moreover, sustainable
learning and education (SLE) principles advocate for a curriculum founded on sustainability
principles to educate students on balancing environmental preservation with economic and
social needs (J. Hays and H. Reinders, 2020).
Environmental education integrated with the 2030 SDGs not only enhances students'
understanding of environmental issues but also equips them with the necessary skills and
mindset to contribute towards a sustainable future. By fostering environmental awareness,
promoting responsible behaviors, and encouraging critical thinking, these programs play a
pivotal role in nurturing a generation committed to safeguarding the planet for years to come.

3.2 Challenges and Barriers Faced Especially in The Environment and Student Education
In the context of higher education, challenges and obstacles in environmental education
are becoming increasingly complex and diverse. Higher education plays an important role in
shaping critical thinking and environmental awareness among students, who will become
future leaders (I. Žalėnienė and P. Pereira, 2021). However, the implementation of
environmental education in higher education often faces challenges such as the lack of
holistic integration between environmental issues and other disciplines.
The integration of environmental education faces multifaceted challenges. While higher
education institutions are pivotal in cultivating critical thinking and environmental
consciousness among students, the incorporation of environmental education encounters
hurdles like the lack of comprehensive integration with other disciplines (C. Howlett, J.-A.
Ferreira, and J. Blomfield, 2016). This deficiency underscores the necessity for substantial
changes in curricula and pedagogical practices to challenge prevailing epistemologies and
foster a reevaluation of environmental perspectives (C. Howlett, J.-A. Ferreira, and J.
Blomfield, 2016). Moreover, the specialized programs and courses in environmental studies,
sustainability science, and green technology offered in higher education equip students with
the expertise required to tackle global environmental issues (I. M. D. M. Adnyana, K. A.
Mahendra, and S. M. Raza, 2023).

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In conclusion, the challenges facing environmental education in higher education

necessitate a reevaluation of curricula, pedagogical practices, and the integration of
environmental perspectives across disciplines. Overcoming these obstacles requires a
concerted effort to instill environmental consciousness, critical thinking, and sustainability
principles in students across all academic disciplines.

5. CONCLUSIONS
Based on the research results in the journals reviewed in this study, environmental
education in higher education that is integrated with the 2030 Sustainable Development Goals
(SDGs) plays an important role in building students' understanding, skills, and critical
awareness of complex global environmental issues. This education programme aims to
improve students' knowledge, critical thinking skills, and innovative solutions to
environmental challenges. Despite its great potential to drive positive change, the
implementation of environmental education in higher education has challenges, such as the
lack of holistic integration with other disciplines, limited resources, and inadequate policy
support. Therefore, strong collaborative efforts from across academia are needed to overcome
these barriers. This is so that environmental education can function effectively in creating a
generation that is more responsible, sustainable, and ready to contribute to a more
environmentally conscious future.

ACKNOWLEDGMENTS
The author would like to thank Haqqi International Edukasi Foundation, Department of
Geography, State University of Malang, and Mayora Group as institutions that supported the
preparation of this paper.

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