Author(s): Nagaraju LG, Naresh Babu KS and Bindu Shree D

Abstract: Education can change societies by encouraging sustainable lifestyles that support ecological preservation and responsible resource use. This paper examines how formal and informal educational environments can promote critical thinking, creativity, and problem-solving abilities necessary for sustainability. Incorporating sustainable development into academic programs promotes actions like recycling, energy preservation, and minimizing environmental impacts. These actions work together to support the attainment of the United Nations' Sustainable Development Goals (SDGs). In addition, combining art, science, and social studies in interdisciplinary approaches provides a holistic view of sustainability issues, helping to create knowledgeable and proactive citizens. Neuroscientific studies indicate that education can impact behavior through hands-on learning and active engagement, improving decision-making toward sustainable options. Cross-sectional studies demonstrate a direct relationship between higher levels of education and an increase in environmentally friendly practices, including waste management and sustainable energy use. This paper explores community-based programs in rural areas that empower residents to address climate change, biodiversity loss, and resource depletion through collaborative efforts. Education plays a vital role in moving towards sustainable communities by meeting the needs of individuals and society. The study uses quantitative research to examine how education influences sustainable behaviors. The sample size comprises 200 students chosen from 10 colleges in Bangalore, India, through stratified random sampling. Data collection was conducted through surveys and questionnaires specifically created to assess attitudes and behaviors about sustainability. The study findings provide evidence for the hypothesis that promoting sustainability through education is essential for addressing global environmental challenges and cultivating resilient, equitable societies.

DOI: 10.22271/27891607.2025.v5.i1b.256

Pages: 83-86 | Views: 96 | Downloads: 48

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