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F. N. Ariffin et al.
knowledge and attitude are linked to each other where attitude if further, is connected
to the behaviour of a person.
There were several past researches that has examines the effect of knowledge on
attitude. A study by Sykes et al. (2002) on attitudes and knowledge of significant
environmental concepts of students from several states such as Australia, Brunei,
China, India, Japan, New Zealand, Singapore and Thailand revealed that the ozone
layer and greenhouse effects are the most known concepts across all nations while
the least known concepts were sustainable development, biodiversity and carrying
capacity. Likewise, a study amongst students in Sabah, Malaysia studied respondents’
environmental knowledge and attitudes. This study found that students in Sabah do
have a high level of environmental knowledge though lacked in the areas of climate
change and the rise of carbon dioxide in the atmosphere (Harun et al. 2011).
On the other hand, Aminrad et al. (2013) in their study amongst secondary school
students in Malaysia however found that students were highly aware on environmental issues and showed positive attitudes about environmental issues. Meanwhile, a
study by Ali (2015) revealed that secondary school students in Terengganu, Malaysia
showed low levels of environmental awareness and only a moderate attitude towards
the environment. Moreover, the author also suggested that qualified educators should
be employed to address the low level of awareness.
To date, there are several studies on knowledge towards sustainable development
that have been conducted both internationally and nationally with mixed results from
the studies. According to Michalos et al. (2015), there yet been an effort at developing
any standardized measures for evaluation of the outcomes of ESD. Hence, this study
is to acquire proof of changes in level of knowledge among students that might be
consistent to current investments in ESD.
In terms of opinions of young people regarding sustainable development and
ESD, few studies have been conducted to date especially in Malaysia. For youth,
participation can lead in increased knowledge and skills, more social opportunities
and a rewarding sense of community connection (Youth Affairs Council of Victoria
2004). Their opinions also could help in achieving the 2030 sustainable goals as they
offer valuable and distinct viewpoint. Arnold et al. (2009) conducted an interview
research with young environmental leaders in Canada to discover their motivation in
joining environmental activities. The results found that respondent’s main influences
in joining environmental action were their parents, childhood experiences, peers,
role models, teachers, youth organizations and lastly conferences or gatherings. The
study also suggested that these influences are vital to the development of youths
in becoming leader in maintaining sustainable development. Whereas Jaafar et al.
(2015) focused on perception of secondary school students toward sustainable conservation programmes in Lenggong Worlds Cultural Heritage (WCH). The study
found that positive perceptions do have a positive effect on youth’s involvement
in promoting and supporting Lenggong WCH while negative perceptions affected
youth’s sense of belonging.
Although there were a few studies focusing on sustainable development issues, it
seems that studies on three components of sustainable development are still limited
especially in Malaysia. Thus, this gap of knowledge further increases the need to
F. N. Ariffin et al.
knowledge and attitude are linked to each other where attitude if further, is connected
to the behaviour of a person.
There were several past researches that has examines the effect of knowledge on
attitude. A study by Sykes et al. (2002) on attitudes and knowledge of significant
environmental concepts of students from several states such as Australia, Brunei,
China, India, Japan, New Zealand, Singapore and Thailand revealed that the ozone
layer and greenhouse effects are the most known concepts across all nations while
the least known concepts were sustainable development, biodiversity and carrying
capacity. Likewise, a study amongst students in Sabah, Malaysia studied respondents’
environmental knowledge and attitudes. This study found that students in Sabah do
have a high level of environmental knowledge though lacked in the areas of climate
change and the rise of carbon dioxide in the atmosphere (Harun et al. 2011).
On the other hand, Aminrad et al. (2013) in their study amongst secondary school
students in Malaysia however found that students were highly aware on environmental issues and showed positive attitudes about environmental issues. Meanwhile, a
study by Ali (2015) revealed that secondary school students in Terengganu, Malaysia
showed low levels of environmental awareness and only a moderate attitude towards
the environment. Moreover, the author also suggested that qualified educators should
be employed to address the low level of awareness.
To date, there are several studies on knowledge towards sustainable development
that have been conducted both internationally and nationally with mixed results from
the studies. According to Michalos et al. (2015), there yet been an effort at developing
any standardized measures for evaluation of the outcomes of ESD. Hence, this study
is to acquire proof of changes in level of knowledge among students that might be
consistent to current investments in ESD.
In terms of opinions of young people regarding sustainable development and
ESD, few studies have been conducted to date especially in Malaysia. For youth,
participation can lead in increased knowledge and skills, more social opportunities
and a rewarding sense of community connection (Youth Affairs Council of Victoria
2004). Their opinions also could help in achieving the 2030 sustainable goals as they
offer valuable and distinct viewpoint. Arnold et al. (2009) conducted an interview
research with young environmental leaders in Canada to discover their motivation in
joining environmental activities. The results found that respondent’s main influences
in joining environmental action were their parents, childhood experiences, peers,
role models, teachers, youth organizations and lastly conferences or gatherings. The
study also suggested that these influences are vital to the development of youths
in becoming leader in maintaining sustainable development. Whereas Jaafar et al.
(2015) focused on perception of secondary school students toward sustainable conservation programmes in Lenggong Worlds Cultural Heritage (WCH). The study
found that positive perceptions do have a positive effect on youth’s involvement
in promoting and supporting Lenggong WCH while negative perceptions affected
youth’s sense of belonging.
Although there were a few studies focusing on sustainable development issues, it
seems that studies on three components of sustainable development are still limited
especially in Malaysia. Thus, this gap of knowledge further increases the need to