Environmental Literacy, its Components and Significance

Abstract

Studies of environmental science performance in Serbia have revealed unsatisfactory results among students completing the mandatory education. The condition of the environment and protection of its resources call for urgent changes. This article analyses the environmental literacy as a complex construct, consisting of at least three components: cognitive, affective and behavioural. The environmental literacy surpasses knowledge and cognitive skills and includes the affective component: sensitivity, care, self-efficacy, certain attitudes and values, and the actions that correlate with these phenomena. The affective component is a better predictor of behaviour than the cognitive one, which is interpreted in terms of the Theory of Planned Behavior. The author has reservations as regards whether all the components of literacy can be equally facilitated through mandatory education. Finally, recommendations for educational practice are offered.