Awareness of Green Education Culture and Its Relationship to Environmental Responsibility among Female Students in the Department of Geography at the College of Education for Women, University of Baghdad

Abstract

The current research aims to identify the degree of awareness of green education culture and its relationship to environmental responsibility among female students in the Department of Geography at the College of Education for Women, University of Baghdad, as well as to determine the strength and direction of the relationship between them.

The descriptive correlational approach was adopted. The research sample consisted of (55) fourth-year female students for the academic year (2025–2026) in morning studies, representing (39%) of the research population, which totaled (160) students.

Two research instruments were prepared:

1. A Green Education Culture Test consisting of (24) multiple-choice items.
2. An Environmental Responsibility Scale consisting of (30) items distributed across five domains:

• Responsible environmental behavior
• Responsible environmental decision-making
• Attitude toward environmental protection
• Awareness of environmental issues and problems
• Participation in solving environmental pollution problems

Each domain included (6) items. Using the statistical program SPSS, the results revealed the following:

• There was a statistically significant difference at the significance level (0.05) between the mean scores of the research sample on the Green Education Culture Test and the hypothetical mean, in favor of the hypothetical mean, indicating a low level of green education culture.
• There was a statistically significant difference at the significance level (0.05) between the mean scores of the research sample on the Environmental Responsibility Scale as a whole and the hypothetical mean, in favor of the hypothetical mean, indicating a low level of environmental responsibility.
• There was a statistically significant relationship between green education culture and environmental responsibility, with a moderate positive correlation.
• There was a statistically significant contribution of green education culture to environmental responsibility, accounting for 35.8%.

In light of the findings, several recommendations were proposed, including enriching the curricula of geography departments with updated content related to green education and environmental sustainability across different educational stages, as well as organizing workshops and seminars aimed at developing awareness of green education culture, sustainable development, and environmental issues.