Abstract—Based on the implementation of University Social Responsibility (USR) practice, takes A project of the “Construction of Green Environmental Education Co-learning Base” has been carried out by Da-Yeh University. The achievement of students’ environmental literacy in social participation should be a part of testing the effectiveness of the USR program. In this program three aspects such as the cognition, attitude of participatory learning, and the self-evaluated effectiveness of environmental literacy in questionnaire survey for students have been studied. A total of 145 questionnaires were collected to the high school students, university students and USR volunteers who participated in the four activities. Results show that students in the USR program for participatory learning presented environmental literacy in those three aspects as medium to high agreement in each activity. However, the performance of three aspects of overall environmental literacy is not related to gender or grade. Under the variable of the frequency of volunteers, there is a significant difference only in the aspect of effectiveness. It is inferred that the more frequency of volunteering, the better the effect. Those who have participated in environmental protection associations have better attitude and effectiveness, too. Students in the USR program had high significant and high correlations between personal characteristics, attitude, and effectiveness.  
 

Keywords—environmental education, University Social Responsibility (USR), environmental literacy, participatory learning

Cite: Wei-Yin Su, Meng-Rou Lin, and Yi-Ching Chen, "Discussion on Environmental Literacy for Students Participating in University Social Responsibility Practice," International Journal of Learning and Teaching, Vol. 9, No. 1, pp. 61-66, March 2023. doi: 10.18178/ijlt.9.1.61-66

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