Knowledge and Opinions Amongst Youths in Secondary …
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old), environmental education is integrated in subjects such as geography, science,
moral education and life skills (Said et al. 2007). Furthermore, other bodies such
as the Department of Environment, non-governmental organizations, and industries
have involved themselves in implementing environmental education to the students
and to the public through activities like talks, workshops, seminars, exhibition, radio
shows, competitions, clean-up campaigns, camping and tree planting (Said et al.
2007).
On the other hand, youths or young people have been recognized by the United
Nations (UN) and global leaders as the agent of change and that they have a critical
role to play in the successful implementation of the sustainable development goals.
Nowadays, with platform provided by the UN, youths are voicing out on critical
issues that require change for the common good. In any democratic society, youths
should have opportunities to take part in the decision-making processes that affect
them and their society as they have valuable contributions to make to these processes
(Youth Affairs Council of Victoria 2004). Without a doubt, society, policy makers,
and those in positions of power should involve youths in decision making process in
ensuring their country and the world to achieve Sustainable Development Goals.
Despite government’s commitment and various efforts and initiatives to address
sustainable development issues through ESD and GAP, many states including
Malaysia is still facing immense challenges in ensuring sustainable development
by looking at the stressful environmental condition, extreme poverty, unsustainable
consumption and production and many more. According to Michalos et al. (2015),
one of the challenges that has been identified during the DESD is that of monitoring
and evaluation especially in assessing whether efforts invested in ESD can lead to
positive learning outcomes in students. Besides, there has been limited study that
ESD can influence knowledge, attitudes and behaviours that is in line with sustainable development (Michalos et al. 2012). Therefore, this study attempted to measure
the level of knowledge towards sustainable development amongst youth as well as
their opinions on sustainable development efforts in the international and national
level.
2 Knowledge and Opinions on Sustainable Development
Knowledge is important for environmental awareness of individuals (Zareie and
Navimipour 2016). In other words, knowledge is a prerequisite for awareness of
individuals. Also, knowledge is the ability of individuals to understand and evaluate
the impact of a society on the ecosystem (Zareie and Navimipour 2016). Similarly,
Fahlquist (2009) stated that individual’s environmental knowledge will affect their
level of awareness on the environment and its problems and, therefore, be more
motivated to act responsibly toward the environment. Meanwhile according to Lavega
(2004), the three sustainable development components play a vital role on the impact
that students will have throughout their lives theoretically and practically. Besides
that, Aminrad et al. (2013) also mentioned that many of social scientists believed that
517
old), environmental education is integrated in subjects such as geography, science,
moral education and life skills (Said et al. 2007). Furthermore, other bodies such
as the Department of Environment, non-governmental organizations, and industries
have involved themselves in implementing environmental education to the students
and to the public through activities like talks, workshops, seminars, exhibition, radio
shows, competitions, clean-up campaigns, camping and tree planting (Said et al.
2007).
On the other hand, youths or young people have been recognized by the United
Nations (UN) and global leaders as the agent of change and that they have a critical
role to play in the successful implementation of the sustainable development goals.
Nowadays, with platform provided by the UN, youths are voicing out on critical
issues that require change for the common good. In any democratic society, youths
should have opportunities to take part in the decision-making processes that affect
them and their society as they have valuable contributions to make to these processes
(Youth Affairs Council of Victoria 2004). Without a doubt, society, policy makers,
and those in positions of power should involve youths in decision making process in
ensuring their country and the world to achieve Sustainable Development Goals.
Despite government’s commitment and various efforts and initiatives to address
sustainable development issues through ESD and GAP, many states including
Malaysia is still facing immense challenges in ensuring sustainable development
by looking at the stressful environmental condition, extreme poverty, unsustainable
consumption and production and many more. According to Michalos et al. (2015),
one of the challenges that has been identified during the DESD is that of monitoring
and evaluation especially in assessing whether efforts invested in ESD can lead to
positive learning outcomes in students. Besides, there has been limited study that
ESD can influence knowledge, attitudes and behaviours that is in line with sustainable development (Michalos et al. 2012). Therefore, this study attempted to measure
the level of knowledge towards sustainable development amongst youth as well as
their opinions on sustainable development efforts in the international and national
level.
2 Knowledge and Opinions on Sustainable Development
Knowledge is important for environmental awareness of individuals (Zareie and
Navimipour 2016). In other words, knowledge is a prerequisite for awareness of
individuals. Also, knowledge is the ability of individuals to understand and evaluate
the impact of a society on the ecosystem (Zareie and Navimipour 2016). Similarly,
Fahlquist (2009) stated that individual’s environmental knowledge will affect their
level of awareness on the environment and its problems and, therefore, be more
motivated to act responsibly toward the environment. Meanwhile according to Lavega
(2004), the three sustainable development components play a vital role on the impact
that students will have throughout their lives theoretically and practically. Besides
that, Aminrad et al. (2013) also mentioned that many of social scientists believed that