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Estudo exploratório das Práticas Ambientais em Estudantes do 1.º ano da UBI
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Abstract(s)
A crescente preocupação com a sustentabilidade e a preservação ambiental tem
motivado estudos sobre as práticas ecológicas, especialmente no ensino superior. O
presente estudo investiga as práticas ambientais adotadas pelos estudantes do primeiro
ano da Universidade da Beira Interior, analisando variáveis sociodemográficas, como o
género e o rendimento familiar, e a sua influência nesses comportamentos. Para tal, foi
realizado um estudo exploratório com 241 participantes universitários (M= 19.5; DP=
3.00), com uma distribuição equilibrada entre os géneros (49.4% raparigas e 49.8%
rapazes), pertencentes a diversas áreas de formação.
A recolha de dados foi realizada por meio de um questionário estruturado, que
avaliou práticas ambientais, atitudes sustentáveis e conhecimentos ecológicos. Os
resultados revelam padrões distintos de envolvimento dos estudantes em práticas
ambientais, destacando uma maior adesão a comportamentos de baixo esforço
individual, como a economia de energia - 64.3% dos participantes relatam que apagam
as luzes desnecessárias - e a utilização de meios de transportes sustentáveis - 75.9%
optam por bicicleta, trotinete ou transportes coletivos para se deslocar à universidade.
Práticas que exigem um compromisso mais ativo, como a separação de resíduos para
reciclagem, apresentam uma adesão moderada (M= 3.62; DP= 1.19), enquanto a
realização de denúncias ambientais foi raramente observada (M=1.37; DP=0.62).
As análises estatísticas revelaram diferenças significativas entre géneros, com as
raparigas a demonstrar maior adesão a práticas de redução do desperdício alimentar e
os rapazes menor preocupação com a conservação da água. O rendimento familiar
revela-se também como uma variável com impacto na adoção de práticas sustentáveis,
com estudantes de famílias de menor rendimento a apresentarem dificuldades em
participar nas atividades ambientais coletivas e a ter menor acesso a produtos ecológicos.
Os resultados apontam para a necessidade de estratégias institucionais que
promovam a educação ambiental no ensino superior com avaliações sistemáticas das
medidas implementadas para garantir a sua eficácia e interiorização dos valores
ambientais no quotidiano escolar e académico, especialmente durante a transição do
Ensino Secundário.
The growing concern with sustainability and environmental preservation has motivated studies on ecological practices, especially in higher education. This study investigates the environmental practices adopted by first-year students at the University of Beira Interior, analyzing sociodemographic variables, such as gender and family income, and their influence on these behaviors. Therefore, an exploratory study was carried out with 241 university participants (M = 19.5; SD = 3.00), with a balanced distribution between genders (49.4% girls and 49.8% boys), belonging to different areas of training. Data collection was carried out through a structured questionnaire, which assessed environmental practices, sustainable attitudes and ecological knowledge. The results reveal distinct patterns of student engagement in environmental practices, highlighting a greater adherence to low-effort behaviors, such as saving energy - 64.3% of participants report turning off unnecessary lights - and using sustainable means of transportation. - 75.9% choose to use a bicycle, scooter or public transport to go to university. Practices that require a more active commitment, such as separating waste for recycling, show moderate adherence (M= 3.62; SD= 1.19), while reporting environmental issues was rarely observed (M=1.37; SD=0.62). Statistical analyses revealed significant differences between the sexes, with girls demonstrating greater adherence to practices reducing food waste and boys showing less concern for water conservation. Family income also appears to be a variable that impacts the adoption of sustainable practices, with students from lower-income families having difficulty participating in collective environmental activities and having less access to ecological products. The results point to the need for institutional strategies that promote environmental education in higher education with systematic evaluations of the measures implemented to ensure their effectiveness and internalization of environmental values in daily school and academic life, especially during the transition from high school.
The growing concern with sustainability and environmental preservation has motivated studies on ecological practices, especially in higher education. This study investigates the environmental practices adopted by first-year students at the University of Beira Interior, analyzing sociodemographic variables, such as gender and family income, and their influence on these behaviors. Therefore, an exploratory study was carried out with 241 university participants (M = 19.5; SD = 3.00), with a balanced distribution between genders (49.4% girls and 49.8% boys), belonging to different areas of training. Data collection was carried out through a structured questionnaire, which assessed environmental practices, sustainable attitudes and ecological knowledge. The results reveal distinct patterns of student engagement in environmental practices, highlighting a greater adherence to low-effort behaviors, such as saving energy - 64.3% of participants report turning off unnecessary lights - and using sustainable means of transportation. - 75.9% choose to use a bicycle, scooter or public transport to go to university. Practices that require a more active commitment, such as separating waste for recycling, show moderate adherence (M= 3.62; SD= 1.19), while reporting environmental issues was rarely observed (M=1.37; SD=0.62). Statistical analyses revealed significant differences between the sexes, with girls demonstrating greater adherence to practices reducing food waste and boys showing less concern for water conservation. Family income also appears to be a variable that impacts the adoption of sustainable practices, with students from lower-income families having difficulty participating in collective environmental activities and having less access to ecological products. The results point to the need for institutional strategies that promote environmental education in higher education with systematic evaluations of the measures implemented to ensure their effectiveness and internalization of environmental values in daily school and academic life, especially during the transition from high school.
Description
Keywords
Atitudes Ambientais Cidadania Conhecimentos
Ambientais Educação Ambiental Literacia Ambiental Práticas Ambientais Sustentabilidade