University student environmental

perceptions and recycling attitudes

Lily Payne- Ma International Development
Area of study and importance
• Environmental education is a tool for enlightenment- it can
increase sensitivity, awareness and understanding amongst students
so they can grow to become key environmental decision makers
and solutions to challenges (Akomolafe, 2011).

• Often there is a gap in between theory and practice for recycling-

understanding concepts and the impacts of waste doesn’t always
translate to healthy, clean environments, and no littering (Ibáñez et
al. 2020).

• There are many factors that influence environmental tertiary

education and awareness that bring light to recent climate changes
and environmental phenomenon.
Context
• Waste management is a serious threat within Sierra Leone and
Makeni with frequent insufficient recycling, burning of litter
and waste dumping near housing and food establishment.
• This can contribute to unhygienic environments that attract
pests and insects leading to the spread of malaria and other
vector-borne diseases (Amoatey, Winter and Kaemph, 2008).
• Not only does this spread diseases but it lets down community
efforts to keep surrounding environments clean and tidy.
• Observations include litter being thrown next to the on campus
bins and not inside them, litter inside the canteen and burning
rubbish pits.
Aims and objectives
The aim of my research is to determine whether there are
influencing factors on students and teachers attitudes towards
environmental issues specifically waste disposal and recycling.
The research will ask the following questions:

• What attitudes do teachers and students have towards

environmental management?
• Are there differences in attitudes and practices based on gender,
educational level, and parental educational level?
• Does environmental education engage with and expose students
to environmental challenges sufficiently?
Methodology
1. Passive participation observation (6th- 11th June).
• Observing teaching content, student behaviour and engagement in 5
development/environmental degree programme lectures (Ba Development
Studies, Ma/PhD Sustainable Development, Higher/Lower Diploma Agriculture).

2. Online questionnaire (13th June- ongoing).

• Focusing on 4 sections: Socio-demographic information of students,
environmental knowledge, attitudes and practice through engaging and
informative questions.

3. Key informant interview (20th June- 6th July).

• Semi-structured interviews with key informants such as lecturers, environmental
campaigners and leaders to understand attitudes further and discuss observed
environmental perceptions so far.
Literature
• To achieve the literature review various academic journals, books and web
sources will be utilised. Important literature of similar research styles and
aims includes:
1. Shephard, K., Harraway, J., Jowett, T., Lovelock, B., Skeaff, S., Slooten, L.,
Strack, M. and Furnari, M., 2015. Longitudinal analysis of the
environmental attitudes of university students. Environmental education
research, 21(6), pp.805-820.
2. Stern, P.C., Dietz., T. (1994). The value basis of environmental concern.
3. Akomolafe, O., 2011. Impact of personal factors on environmental
education in tertiary institutions in Ekiti State, Nigeria. International
Journal for Cross-Disciplinary Subjects in Education, 1(1), pp.559-564.
4. Peer, S., Goldman, D. and Yavetz, B., 2007. Environmental literacy in
teacher training: Attitudes, knowledge, and environmental behavior of
beginning students. The Journal of Environmental Education, 39(1), pp.45-
59.
Schedule
Writing Timetable
Task Date completed
Research Proposal 10/02/2022- 22/03/2022
Passive Participatory Observation 06/06/2022- 11/06/2022
Literature review and methods write up 11/06/2022- 11/07/2022
Online Questionnaire Handout 13/06/2022- Satisfactory
responses recorded

Teacher Interview 20/06/2022- 06/07/2022

Interview transcription 06/07/2022- 09/07/2022
Introduction, limitations, ethics and positionality write up 09/07/2022- 25/07/2022

Analysis 25/07/2022- 15/08/2022

References 15/08/2022- 16/08/2022
Write up 25/07/2022- 29/08/2022
Proof reading 29/08/2022- 31/08/2022
Submission 01/09/2022