A Mixed-Methods Study of Curriculum Design and Student Awareness in Chinese Universities

Abstract

Environmental education (EE) plays a pivotal role in addressing global ecological crises by fostering sustainable behaviors and values. However, in Chinese higher education, non-environmental majors often receive fragmented and superficial EE, limiting their capacity to contribute to ecological civilization. This study employs a mixed-methods approach—combining literature review, empirical surveys, and curriculum analysis—to evaluate the current status of EE for non-environmental majors across six Chinese universities. Questionnaire data from 974 students reveal low environmental literacy, particularly in specialized knowledge (e.g., policy terminology, ecological ethics) and behavioral competence. While students demonstrate heightened awareness of environmental crises (81.2%), gaps persist in green consumption, ecological aesthetics, and legal frameworks. Institutional analysis highlights the underutilized potential of campus environmental organizations, with 73.4% of respondents perceiving their influence as minimal.