Evaluation of primary school students' awareness of environmental issues
This study aims to examine primary school students’ awareness of environmental issues by analysing their drawings as reflective pedagogical tools. The Environmental Attitude Scale (EAS) was applied to 208 randomly selected students. The data were analysed using SPSS, and students’ total attitude scores were calculated and ranked. Based on these scores, ten students representing high, medium, and low levels of environmental attitudes were selected through maximum variation sampling, forming a final study group of 30 students. The research data were collected using the Draw an Environment Test (DAET) and analysed through descriptive analysis. The analysis was guided by the “Multidimensional Assessment of Environmental Issues” framework. The findings revealed that students predominantly depicted environmental issues related to pollution, natural resource use, and flora and fauna. In contrast, drawings addressing climatic issues, social dimensions of environmental issues, and natural or human-induced disasters were considerably limited. Moreover, no representations were found regarding nuclear pollution, visual pollution, melting glaciers, nuclear accidents, or issues related to poverty and hunger. These findings indicate that although primary school students demonstrate a basic level of environmental awareness, their perceptions are largely confined to concrete, observable, and locally experienced environmental issues. The limited representation of global, abstract, and systemic environmental issues suggests that students’ understanding of the environment remains surface-oriented. In this context, the study presents empirical evidence highlighting the critical role of early and comprehensive environmental education in enabling children to develop multidimensional environmental awareness, internalize sustainability values, and establish a meaningful connection with the natural environment.
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Article Information
- Article Type Research Articles
- Submitted December 30, 2025
- Published March 30, 2026
- Issue Vol. 5 No. 1 (2026): Pedagogical Perspective (March)
- Section Research Articles
