Knowledge and Opinions Amongst Youths in Secondary …
529
In addition, youths should be modelled as centres of the community for promoting
sustainability. Thus, the government and NGOs should work together in focusing
more on advancing policy and promoting education for ESD in their curriculum
and outside of the class activities where youths can also share their fresh ideas and
actions on sustainable development issues and challenges. Also, empowering and
mobilizing youth is needed to accelerate progress towards sustainable development in
line with the Global Action Programme (GAP) and ESD. Moreover, local educational
schools and institutions could become instrumental in training, helping and preparing
youths to make needed and meaningful contributions to sustainable development.
Nyoni (2009) commented that that schools and other formal educational institutions
play a vital role in shaping the attitudes and values of youth. Finally, it is also
recommended that the government, NGOs and the public give financial support to
educational activities for youth. For instance, activities training workshops, seminars,
and conferences will guide the youth to interact and exchanging ideas with other
youth and professionals from different background (Ogendi and Ong’oa 2009).
Acknowledgements This research is made possible by the support of the Universiti Sains Malaysia
Research University (Individual) Grant number 1001.PCGSS.816265.
References
Ali AR (2015) Environmental awareness level amongst secondary school students in Terengganu,
Malaysia based on different variables. Int J Educ Res 3(3):135–152
Aminrad Z, Zakariya SZS, Hadi A, Sakari M (2013) Relationship between awareness, knowledge
and attitudes towards environmental education among secondary school students in Malaysia.
World Appl Sci J 22(9):1326–1333
Arnold HE, Cohen FG, Warner A (2009) Youth and environmental action: perspectives of young
environmental leaders on their formative influences. J Environ Educ 40(3):27–36
Dreamtrooper (2004) The map shows five districts of the state of Penang in Malaysia. https://
commons.wikimedia.org/wiki/File:Districts_of_Penang2.jpg. Last accessed 5 Mar 2018
Erikson RS, Tedin KL (2015) American public opinion: its origin, content, and impact. Taylor &
Francis Group, New York, NY, p 416p
Fahlquist JN (2009) Moral responsibility for environmental problems-individual or institutional? J
Agric Environ Ethics 22(2):109–124
Foo KY (2013) A vision on the role of environmental higher education contributing to the sustainable
development in Malaysia. J Clean Prod 61(6):6–12
Giddings B, Hopwood B, O’Brien G (2002) Environment, economy and society: fitting them
together into sustainable development. Wiley InterScience 196(187):196
Harun R, Hock LM, Othman F (2011) Environmental knowledge and attitude among students in
Sabah. World Appl Sci J 14(11):83–87
Helferty A, Clarke A (2009) Student-led campus climate change initiatives in Canada. Int J Sustain
High Educ 10(3):287–300
Jaafar M, Noor SM, Rasoolimanesh M (2015) Perception of young local residents toward sustainable
conservation programmes: a case study of the Lenggong World Cultural Heritage Site. Tour
Manag 48:154–163
Jenkins KA, Jenkins BA (2005) Education for sustainable development and the question of balance:
Lessons from the Pacific. Comp Gen Pharmacol 114(2):114–129
529
In addition, youths should be modelled as centres of the community for promoting
sustainability. Thus, the government and NGOs should work together in focusing
more on advancing policy and promoting education for ESD in their curriculum
and outside of the class activities where youths can also share their fresh ideas and
actions on sustainable development issues and challenges. Also, empowering and
mobilizing youth is needed to accelerate progress towards sustainable development in
line with the Global Action Programme (GAP) and ESD. Moreover, local educational
schools and institutions could become instrumental in training, helping and preparing
youths to make needed and meaningful contributions to sustainable development.
Nyoni (2009) commented that that schools and other formal educational institutions
play a vital role in shaping the attitudes and values of youth. Finally, it is also
recommended that the government, NGOs and the public give financial support to
educational activities for youth. For instance, activities training workshops, seminars,
and conferences will guide the youth to interact and exchanging ideas with other
youth and professionals from different background (Ogendi and Ong’oa 2009).
Acknowledgements This research is made possible by the support of the Universiti Sains Malaysia
Research University (Individual) Grant number 1001.PCGSS.816265.
References
Ali AR (2015) Environmental awareness level amongst secondary school students in Terengganu,
Malaysia based on different variables. Int J Educ Res 3(3):135–152
Aminrad Z, Zakariya SZS, Hadi A, Sakari M (2013) Relationship between awareness, knowledge
and attitudes towards environmental education among secondary school students in Malaysia.
World Appl Sci J 22(9):1326–1333
Arnold HE, Cohen FG, Warner A (2009) Youth and environmental action: perspectives of young
environmental leaders on their formative influences. J Environ Educ 40(3):27–36
Dreamtrooper (2004) The map shows five districts of the state of Penang in Malaysia. https://
commons.wikimedia.org/wiki/File:Districts_of_Penang2.jpg. Last accessed 5 Mar 2018
Erikson RS, Tedin KL (2015) American public opinion: its origin, content, and impact. Taylor &
Francis Group, New York, NY, p 416p
Fahlquist JN (2009) Moral responsibility for environmental problems-individual or institutional? J
Agric Environ Ethics 22(2):109–124
Foo KY (2013) A vision on the role of environmental higher education contributing to the sustainable
development in Malaysia. J Clean Prod 61(6):6–12
Giddings B, Hopwood B, O’Brien G (2002) Environment, economy and society: fitting them
together into sustainable development. Wiley InterScience 196(187):196
Harun R, Hock LM, Othman F (2011) Environmental knowledge and attitude among students in
Sabah. World Appl Sci J 14(11):83–87
Helferty A, Clarke A (2009) Student-led campus climate change initiatives in Canada. Int J Sustain
High Educ 10(3):287–300
Jaafar M, Noor SM, Rasoolimanesh M (2015) Perception of young local residents toward sustainable
conservation programmes: a case study of the Lenggong World Cultural Heritage Site. Tour
Manag 48:154–163
Jenkins KA, Jenkins BA (2005) Education for sustainable development and the question of balance:
Lessons from the Pacific. Comp Gen Pharmacol 114(2):114–129