The Role of SACS High School Students' Biospheric Values on Their Behavior Towards the Environment PDF

**The Role of SACS High School Student's Biospheric Values on Their Behavior Towards the Environment** A Research Paper Presented to St. Alphonsus Catholic School (Lapu-Lapu City, Cebu) Inc. Junior High School In Partial Fulfillment of the Requirements for the Subject English 10 By: RESEARCH...

**The Role of SACS High School Student's Biospheric Values on Their Behavior Towards the Environment** A Research Paper Presented to St. Alphonsus Catholic School (Lapu-Lapu City, Cebu) Inc. Junior High School In Partial Fulfillment of the Requirements for the Subject English 10 By: RESEARCH ADVISER 2024 **ACKNOWLEDGEMENT** The researchers of this paper express their utmost gratitude to all who made this research fruitful and achievable. As this study, "The Role of SACS High School Student's Biospheric Values on Their Behavior towards The Environment" was made possible by the following individuals: This study would not be made possible without the capabilities of the **researchers of Group 3** themselves. The collective efforts that have been incorporated into making this research paper rewarding. The researchers would like to thank the beloved school administrators, **Sr. Emma Benedicta L. Villanueva, FDNSC**, the school directress, **Sr. Marjorie G. Genada, FDNSC**, the high school principal and, the junior high school assistant principal, **Mr. Eldren Joseph G. Luzano** for granting the researchers permission to collect data and conduct this study inside the school campus. The researchers would like to give their deepest gratitude to the beloved research adviser, **Ms. Nevia Mae O. Baguio**, for her continuous support and guidance throughout this research paper. Her patience, encouragement, and understanding nature is what really pushed us to perfect and continuously improve our paper. To their panelists, **Mr. Paul Bert N. Cadampog** and **Ms. Melyn Marie M. Regado**, for their guidance in correcting the flaws in this research paper. Their guidance and help in revising this paper are what made this study fruitful. To the **respondents**, who had given their time and effort in participating in conducting our surveys around the campus. They had significant contributions in this study, their active participation and dedication and cooperation in this study is what gave us the inspiration to continue, and all of the responses were truly appreciated by the researchers. To the **respondents' parents**, who had the willingness to allow their children, the respondents, to partake in this study. Their understanding and encouragement have contributed to the success of this study, for which the researchers are grateful for. **TABLE OF CONTENTS** **Cover Page** i ---------------------------------------------------------------------- ----- **Approval Sheet** ii **Panel of Examiners** iii **Acknowledgement** iv **Dedication** v **Table of Contents** vi **Abstract** vii **Chapter 1: The Problem and Its Scope** 1 2 3 4 5 6 **Chapter 2: Review of Related Literature and Studies** 7 **Chapter 3: Research Methodology** 8 9 10 11 12 13 14 **Chapter 4: Results and Discussions** 14 14 15 15 16 **Chapter 5: Summary of Findings, Conclusions, and Recommendations** 17 18 19 **References** 20 **Appendices** 21 22 23 24 25 26 27 **The Role of SACS High School Student's Biospheric Values on Their Behavior Towards the Environment** **ABSTRACT** Biospheric values are beliefs that emphasize the intrinsic value of ecosystems and biodiversity. This study explores how biospheric values and beliefs shape the environmental behavior of students at St. Alphonsus Catholic School (SACS) High School. These values guide individuals to prioritize sustainability and act in ways that protect the environment. Additionally, the research aims to identify the factors influencing the development of these values, such as education and social influences, and to suggest strategies for schools to help students develop a stronger environmental connection. A total of 308 respondents were selected from St. Alphonsus Catholic school. 64 for Grade 7, 61 for Grade 8, 64 for Grade 9, 60 for Grade 10, 32 for Grade 11, and 27 for Grade 12. The findings reveal that education, social influences, and environmental exposure contribute to shaping biospheric values among students. Moreover, the results indicate that students with strong biospheric values are more likely to engage in sustainable actions that address climate change. In conclusion, fostering biospheric values in schools plays a crucial role in promoting sustainability. This study highlights the importance of integrating environmental education to empower young individuals to make meaningful contributions to global sustainability efforts. Keywords: Biospheric Values, Environmental Behavior, Quantitative Research, Climate Change, SACS High School **CHAPTER 1** **THE PROBLEM AND THE SCOPE** This chapter provides an overview of the rationale of the study and the theoretical backgrounds that support the key variables under investigation. It includes the statement of the problem, outlining the specific aspects being examined, along with the factors that influence the study. Additionally, this chapter describes the scope and delimitation, the significance of the study to each recipient, and an operational definition of terms to clarify words essential for understanding the study. **Rationale of the Study** Through the years the environment has rapidly degraded because of the lack of care for the surroundings highlighting the importance of values. This lack of care underscores the need for values as values can be one of the determinants of someone's commitment to environmental care, guiding individuals to prioritize sustainability and inspire collective action for the preservation of our planet. Values are basically what sums up a person, they are deeply held beliefs that guide one's behavior, decisions, and interactions with the world. They reflect what individuals and societies consider important and desirable. Values can be personal, cultural, or universal, shaping priorities and influencing actions. They shape how individuals connect with themselves, each other, and their surroundings. Biospheric values are values that refer to the intrinsic worth of natural ecosystems, biodiversity, and the services they provide. These values transcend economic metrics and emphasize the importance of conserving and respecting the biosphere for the betterment of the current and future generations. These values can be categorized by the use of Schwartz Basic values which state that identifies 10 universal values that can be recognized across cultures and gives explanation from where they have originated. These basic values form a circular structure wherein they reflect the motivation each value expresses. Values are often invoked in discussions of how to develop a more sustainable relationship with the environment. In philosophy, values are relatively stable principles that help us make decisions when our preferences are in conflict and thus convey some sense of what we consider good (Fitzgerald 2005). When it comes to environmental issues, these values inform our perception of what is \"good\" for the planet as environmental attitude and behavior are at the roots of a sustainable future Otto (2019). Environmental problems are caused by human attitude toward the environment and such attitude affects environmental behavior (Abun, & Aguot 2018). According to Bouman (2020), climate change is a concerning issue, in result prompting people to take an action. The worsening environmental problems have become such a serious concern that humanity is searching for solutions aiming for environmental management through understanding the relationship between human-environmental attitude and behavior with the belief that humans are the prime contributor to both -- problem and the solution (Berame et al., 2022). Studies found that when Filipinos agree with statements that focus on the challenges or problems with science and nature, they tend to support working together with other countries to solve environmental issues (Garcia, 2018). They are more likely to think that poorer countries should get fair help in these efforts and are less likely to reject ideas about sharing responsibilities, fairness, or the link between the environment and economic growth One of the significant challenges of the Philippines is in promoting environmental education, as many communities lack access to comprehensive programs that promote awareness and sustainable practices essential for preserving the country's rich biodiversity. Environmental education emerged as a catalyst for individuals, communities, and organizations to comprehend environmental impacts, fostering a deeper sense of community and heightened environmental consciousness (Masongsong, J. R., 2024.). This study focuses on how biospheric values impact high school students' behavior toward the environment. Biospheric values, emphasizes the importance of the entire ecosystem and all living organisms. These values inspire students to actively engage in behaviors and actions that can protect and show care for the environment. The role of the schools is very critical in order to develop environmentally aware and ecologically-conscious students Rogayan, 2019). This paper studies both the Senior High School (SHS) and the Junior High School (JHS) students and the possible tendencies they have around their school environment and how the teachers promote such activities. In contrast with application of their environmental values, the researchers will observe how students of St. Alphonsus Catholic School (SACS) have applied these identified values and how it can be seen in their behavior towards the environment. Acknowledging the fact that each individual is unique we will determine the aptitude of the students to withhold these intrinsic values. **Theoretical Background** This study is grounded in the following theories: Schwartz Theory of basic values (2018) clarifying what values are, specifically biospheric values. Self-Nature Connection Theory (*2017)*, and Biophilia Hypothesis (2010) talk about the effects of a connection to nature and how it impacts our physical and mental health, and **Theory of Basic Values (Schwartz, 2018)** According to the Theory of Basic Values stated by Schwartz, "values are broad, desirable goals that motivate people's actions." Schwartz asserts that individuals accord importance to a range of values based on their cultural, social, and personal conditions, which in turn characterize their behavior and styles of decision-making. The theory has identified ten basic values, including Conformity, Tradition, Security, Power, Achievement, Hedonism, Stimulation, Self-Direction, Universalism, and Benevolence. These values come in two dimensions: self-enhancement versus self-transcendence and openness to change versus conservation. As individuals make decisions, their value priorities may sometimes work together or sometimes give rise to contradictions that dictate how they will react in various social settings. Knowledge of these values according to Schwartz's theory is an important constituent of knowledge regarding human behavior and encourages cross-cultural communication. Students who hold strong biospheric values are likely to demonstrate behaviors that reflect concern for ecological sustainability, conservation, and social responsibility (Dela Peña, 2018). This aligns with Schwartz's assertion that individuals prioritize values based on their cultural, social, and personal contexts, which suggests that students' environmental behaviors may be influenced by their upbringing, educational experiences, and peer interactions. Additionally, the emphasis on cross-cultural communication in Schwartz's theory is particularly relevant in a diverse high school setting like St. Alphonsus Catholic School (SACS). Students come from various backgrounds, which may shape their values differently. Recognizing these differences can enhance collaborative efforts in environmental initiatives, allowing students to engage more effectively with one another and work together toward common ecological goals. **Self-Nature Connection Theory (Martin, 2017)** According to Self-Nature Connection Theory, the relationship between individuals and the natural environment significantly influences psychological well-being and personal identity. Self-Nature Connection Theory states that the individual's relation with nature determines the two most crucial factors: psychological well-being and identity. This theory proposes that in establishing a deeper connection with nature, one will possess superior mental health, better lifetime satisfaction, and a sense of purpose. For Kaplan and Kaplan (1989), the relationship will be founded through the inbuilt human urge to identify with nature by direct experience of nature, taking care of the environment, and developing mindfulness activities to develop heightened sensitivity to one's surroundings. Students who feel more connected to nature have more of a tendency to take care of their surroundings. This connection will show in their behavior, as they are more likely to engage in actions that support environmental sustainability and conservation, which in turn will enhance their mental and physical well-being. If one feels connected to something, then they are more likely to take care of it rather than destroy it. This lines with the Self-Nature Connection Theory which suggests that a deeper connection with nature will significantly enhance ones mental and physical health. **Biophylia Hypothesis (Rogers, 2010)** According to the Biophilia Hypothesis, human beings have an innate affection for nature and living systems, significantly influencing psychological well-being and social behavior. This hypothesis suggests that engagement with natural environments enhances mental health, reduces stress, and fosters curiosity and creativity, rooted in our evolutionary history. It emphasizes that a strong bond with nature promotes environmental stewardship, encouraging individuals to engage in pro-environmental behaviors. Additionally, shared natural experiences strengthen community ties and cooperation. The Biophilia Hypothesis also informs design and architecture, advocating for the integration of natural elements in human habitats to enhance well-being. Ultimately, it highlights the therapeutic and social benefits of connecting with nature, encouraging individuals to cultivate this bond for improved mental health and social cohesion. Humans have a natural tendency of having an affection for nature, but it is needed to feel connected to nature in order to have the urgency to take care of it. Residing and engaging in a healthy environment will not only improve one's physical health but most importantly mental. This theory suggests exactly that, engagement with nature enhances mental health and reduces stress. Furthermore, this effect on mental health show in one's behavior, as their efforts to maintain a healthy environment will contribute to climate change mitigation and promote positive mental health outcomes for students. **Statement of the Problem** The study aims to explore the role of St. Alphonsus Catholic School (SACS) High School students' biospheric values on their behavior towards the environment. Furthermore, it examines the factors that shape these values, such as education and social influences. As well as identifies ways schools can promote sustainability by fostering a deeper connection to the environment. It also explores the following questions: 1. What factors can affect the development of biospheric values among SACS High School students? 2. In what ways can biospheric values contribute to reducing the impacts of climate change? 3. What can the school do to help to promote the development of biospheric values among SACS High School students? **Scope and Delimitation** The scope of this study focuses on exploring the influence and behavior of St. Alphonsus Catholic School (SACS) JHS and SHS students' biospheric values towards the environment. Individuals who endorse biospheric values may foster care and concern regarding mother nature and ecological diversity, and the means for sustainability. Moreover, they base decisions to engage in certain behaviors and actions consequently from the influence of upholding biospheric values (Van Der Werff et al., 2013). For students, these values can impact overall behavior towards the ecosystem. This research can evaluate how biospheric values affect students' environmental attitudes, and decision making, conservation efforts, and involvement in environmental initiatives. In addition, in the Theory of Basic Values (Schwartz, 2018) it is stated in the theory that there are 10 values, but in this study we will only be using 3, which are benevolence, universalism, and achievement. This is due to the other values not being useful in the study and because this study is only based on the 3 benevolence, universalism, and achievement. **Significance of the Study** Biospheric values has a significant effect on student's behavior towards the environment, this topic is significant in today\'s time as environmental issues such as climate change are a major concern. This study can be significant to the school community and administrators, parents, and lastly the future researchers. **To the students.** This study can help students to gain more perspective on the effects of their actions towards the environment in mitigating issues like climate change. Further this will help them gain knowledge about the current state of our environment, the importance of sustaining values, and the potential impacts of their behavior towards the environment. This may encourage the students to prioritize sustainability and practice sustainability to preserve our planet. **To the parents.** This study helps parents to understand how actions towards the environment has a great impact on its well-being. This study helps them realize this and can influence them to practice more sustainable practices which in turn, influence their children to do the same. This can help raise globally aware, responsible, and active citizens of the future generations. **To the teachers.** This study can help them to guide students in the right path of sustainable practices in order to help address climate change. Knowledge about this will also influence them to do the same sustainable practices. **To the future researchers.** This will allow researchers to have a greater scope of the effects of values on an individual's behavior towards the environment. It would make them realize what prompts an individual to practice sustainability. **Operational Definition of Terms** The following terms and phrases below are defined operationally in this study to help readers understand the concepts more easily and to ensure clarity throughout: **Biospheric Values** This refers to the values and beliefs which are centered around the care of an individual for the well-being of the environment and all living organisms within it. **Environmental Behavior** This refers to the behavior, actions, and decisions made by individuals which affects the environment. **Environmental Problems** This refers to issues that harm and affect the environment and human health. **Sustainability** This refers to the practice of using resources wisely to maintain the health of the environment. **Commitment** It refers to the dedication to care and protect for the environment that an individual care for. **Values** It refers to the beliefs that people think are important. Usually used to understand one's behavior and attitude. **Environmental care** It refers to the action and altitude focused on protecting and preserving nature. **CHAPTER 2** **REVIEW OF RELATED LITERATURE AND STUDY** This chapter displays the literatures and studies that is relevant and can be related to the group\'s research topic. Additionally, it also explains how each resource is connected to the study and can serve as a reference for the researchers. Through analyzing the various literatures and studies, the researchers were able to clarify the goal and purpose of their research topic. **REVIEW OF RELATED LITERATURE AND STUDY**  This chapter displays relevant literature and studies related to the group\'s research topic. It also explains how each resource is connected to the study and can serve as a reference for the researchers. By analyzing the various literature and studies, the researchers were able to clarify the goal and purpose of their research topic. **Review of Related Literature** The component of biospheric values consists of four items, namely, preventing pollution, respecting the earth, unity with nature, and protecting the environment (Tan 2022). Van Der Werff (2013) found that biospheric values influence preferences, intentions, and behaviors through an individual\'s environmental self-identity and sense of responsibility. It is also stated that environmental self-identity is primarily dependent on two factors: biospheric values and an individual\'s past environmental behaviors. The study further indicates that the strength of one's environmental self-identity can be changed when reminded of past environmental actions, although biospheric values remain an important predictor of self-identity. The research of De Groot (2018) has demonstrated that, in many cases, egoistic values tend to have a negative correlation with environmental beliefs and intentions. On the other hand, biospheric values, and to a lesser extent altruistic values, positively correlate with environmental beliefs and intentions. Environmental behavior tends to become more consistent over time, while attitudes are more prone to change, potentially due to evolving moral perspectives and social pressures (Otto, 2019). For example, as societal norms evolve or as individuals are exposed to new information or pressures from peers, they may rethink their views on environmental issues, even if their day-to-day behaviors remain the same. People often adjust their actions to meet the expectations of their social groups, which can either support or obstruct biospheric values (Bouman, 2020). According to Dela Peña (2018), education is vital in shaping biospheric values, suggesting that enhancing environmental education in schools could positively influence students\' attitudes and behaviors toward the environment. Not only education but also a student\'s involvement, according to Masongsong (2024) students\' involvement is essential in creating frameworks for community-based environmental management. To add, addressing issues such as pollution control and waste management with the same level of urgency as climate change can be impactful, though this approach should consider factors like demographics, infrastructure, motivation, and values that may affect decision-making. Students with higher scientific knowledge are more likely to engage in household behaviors aimed at addressing issues such as climate change (Garcia, 2018). Furthermore, according to Garcia (2018), students with strong scientific literacy are more confident in discussing climate change, often leading to involvement in things like environmental campaigns. Bouman, Steg, et al. (2020) expanded on these insights by exploring how worry about climate change translates into climate action. Their study, based on data from 23 countries, demonstrates that worry about climate change is associated with both climate policy support and personal mitigation behaviors, largely through feelings of personal responsibility. Worry is rooted in biospheric values, which directly and positively influence personal climate mitigation behaviors. The study provides critical insights into how worry and biospheric values drive climate action, both through direct pathways and indirectly via personal responsibility. According to Dietz (2005) changing values can influence environmental concerns but the evidence is mixed. Research shows that values significantly shape environmental decisions and behaviors, though the link between national or cultural values and environmentalism is less clear. Several studies with student samples in different countries suggest that both humanistic and biospheric altruism predict environmentalism, though cultural context matters. For instance, in the United States, where self-interest is more emphasized, environmental messages might be more effective if they appeal to self-enhancing values, such as highlighting how environmental degradation can lower property values. In contrast, according to Reyes (2014), environmental attitudes in the Philippines appear to be both human-centered and nature-centered. Over the decades, Philippine environmentalism has been conveyed as not only about nature but as connected to human welfare, particularly for communities affected by natural and man-made challenges. Given these conditions, many Filipinos may see environmental protection as both necessary and a luxury when survival is at stake. **Review of Related Studies**  According to a study by Hoffman (2019), education plays a vital role in influencing behavior by raising awareness of human-caused climate change, thereby boosting one\'s confidence in their ability to reduce their environmental impact, while knowledge and perceptions of climate risks also support pro-environmental behavior, their influence is comparatively less significant. The amount of time a student\'s exposure to environmental education programs does not necessarily correlate with stronger environmentally friendly values, eco-centric worldviews, or future-oriented actions (Pusta, 2017). Van der Werff (2014) notes that such campaigns play a significant role in shaping environmental self-identity, as they can influence a broad range of judgments and intentions.  Studies conducted explained that individuals who feel connected to nature are more likely to have positive environmental attitudes, but those who value material wealth more are less likely to care about the environment, even if they feel a connection to nature (Aruta, 2022). This highlights how materialism can limit one's environmental concern by shifting priorities toward personal gain and material possessions rather than collective well-being or sustainability. A study by Drummond (2023) explains that individuals who prioritize caring for nature tend to make choices that positively impact the environment, whereas those with larger carbon footprints---who contribute more to pollution and climate change---are less inclined to adopt environmentally friendly behaviors. Material wealth often comes with behaviors that contribute to environmental degradation, such as overconsumption, waste, and disregard for the ecological impact of personal choices. Thus, materialistic values can reduce the likelihood of pro-environmental actions or support for environmental policies, ultimately undermining efforts to address urgent environmental challenges. Studies found that Science students are highly knowledgeable about environmental concepts and issues, as a result, they often take actions to address them (Rogayan 2019). Environmental awareness can be heightened by developing an Environmental Education Program taking into consideration the specific needs and problems of the students (Pardo, 2021). This may be in the form of training, seminars, workshops, and the like and exposure of the students to improve their environmental practices like field trips, community visits, projects, or community immersion and extension. Berame (2022) stated that anthropocentric attitudes were linked to support for population growth policies, which can lead to overexploitation of resources. In contrast, eco-centric attitudes, which see humans as part of nature, showed no significant relationship with ecological behavior. This points to a need for more sustainable environmental attitudes. Filipinos who held more negative attitudes toward science and nature were more likely to agree with international multilateral commitments and support equity for poorer countries in environmental efforts. These individuals were also less likely to disagree with multilateralism, equity, and the link between economic progress and environmental protection (Garcia, 2018).  A study by Abun (2018) found a direct and significant positive correlation between eco-centric attitudes and personal conservation behavior, meaning that students with ecocentric views were more likely to engage in environmentally protective actions. Demographic differences showed that female students had higher environmental attitudes compared to their male counterparts, and urban students were more active in environmental movements. Additionally, better environmental education was linked to more favorable attitudes and proactive environmental behaviors. While more ecocentric views seem to be linked to personal conservation action, the study indicates that demographic factors such as gender and urban versus rural backgrounds are relevant influences for such practices. **CHAPTER 3** **RESEARCH METHODOLOGY** This chapter demonstrates the research environment, number of respondents, instruments, procedures used in gathering and analyzing data and lastly its ethical considerations. It also showcases the number of respondents, methods, and tactics used in gathering the data for this research. **Research Design** This is a descriptive quantitative study wherein the biospheric values of the students within St. Alphonsus Catholic School (SACS) would be confirmed through a survey that would calculate the level of concern, responsibility, and action of the students regarding their environment. Information for the study will be gathered across various levels of high school students using the simple random sampling technique. It will look into how different types of students view environmental concerns. The data gathered in this study will be analyzed to point out dominant values and how students\' environmental behaviors change based on who they are. All aspects of the research process will respect informed consent and confidentiality. The results are likely to inform educational initiatives through which environmental awareness and engagement among the students may be enhanced. **Research Respondents** The researchers will employ a simple random sampling, a method wherein every individual in Senior High School (SHS) and Junior High School (JHS) students of St. Alphonsus Catholic School has an equal chance of being selected as the respondents of this study. Simple random sampling method is unbiased as it ensures that every student has the same chance of being chosen. The respondents of this study are 64 students from Grade 7, 61 students from Grade 8, 64 students from Grade 9, 60 students from Grade 10, 32 students from Grade 11, and 27 students from Grade 12 of St. Alphonsus Catholic School. A total of 308 respondents will be selected in answering the given questionnaires and surveys of this study. **Research Environment** This research study is conducted on the students of St. Alphonsus Catholic School (SACS). The school holds a Level III PAASCU Accreditation, conveying that it meets high standards in educational quality. St. Alphonsus Catholic School (SACS) is located on G.Y. Dela Serna St, Poblacion, Lapu-Lapu City, 6015 Cebu. This study was conducted within the institution under the guidance of Ms. Nevia Mae O. Baguio, the research adviser for Grade 10 Excellence. **Research Instruments** To conduct this study, the researchers will use an online survey to gather valuable data through an online survey targeting respondents from grades 7 to 12. The respondents received guidance on completing the survey, which included multiple statements where they could express levels of agreement or disagreement, using options ranging from \"strongly disagree\" to \"strongly agree\". With the use of the online survey we will first question the students about their ethical values using Schwartz Value survey, a survey in which the ones taking the 56 item survey that can determine if the students taking the survey will have the value types that can be found in Schwartz Model of Individual Values. Respondents are asked to rate each value \"as a guiding principle in my life,\" using a 9-point scale. Items were derived from Schwartz\'s structural model of values, which outlines three universal requirements thought to be at the root of values: needs of individuals as biological organisms, requisites of coordinating social interaction, and requirements for the functioning of society and the survival of groups (Schwartz S. H., 1998). **CHAPTER 4** **RESULTS AND DISCUSSION** **TABLE 1: FACTORS THAT CAN AFFECT ONE\'S BIOSPHERIC VALUES** **Table 1.1:** I prefer lessons that include going outside and engaging with nature. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ---------- Strongly Agree 126 40.10% 3 378 Agree 164 53.25% 4 656 Disagree 14 4.55% 2 28 Strongly Disagree 4 1.30% 1 4 n = 308 99.2% x̄=3.46 Σfw=1066 Based on the table, the majority of respondents (53.25%) \"Agree\" that they prefer lessons involving outdoor activities and engaging with nature, while 40.10% \"Strongly Agree,\" showing a strong preference overall. This aligns with studies such as Dillon et al. (2006), which emphasize the educational and psychological benefits of outdoor learning, including enhanced engagement and environmental awareness. Additionally, in the study of Berame (2022)  the respondents, students, were uncertain if they love spending time in wild, untamed wilderness areas or would rather spend their weekends in the city shopping than engaging in nature. This analysis is supported with the work of Rosa and Collado (2019) wherein their paper revealed that there is a positive relationship between people\'s environmental attitudes (EA) and behaviors and their direct experiences in nature. **Table 1.2:** The things I learn in class motivate me to help lessen environmental issues like climate change. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ---------- Strongly Agree 104 33.77% 3 312 Agree 176 57.14% 4 704 Disagree 24 7.79% 2 48 Strongly Disagree 4 1.30% 1 4 n = 308 100% x̄= 3.47 Σfw=1068 The results in Table 1.2 indicate that the majority of respondents (57.14%) \"Agree\" and 33.77% \"Strongly Agree\" that the lessons they learn in class motivate them to help address environmental issues like climate change. The study of Garcia (2018) suggests that students who have higher levels of scientific literacy develop a greater belief about their ability to discuss climate change issues, which in turn motivates them to reduce their household energy consumption. Viewed differently, students who have lower levels of science literacy are less likely to believe in their capacity to understand and resolve climate change-related issues. **Table 1.3:** The integration of environmental education in subjects like Science and Social Studies positively influences my biospheric values. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 116 37.66% 3 348 Agree 169 54.87% 4 676 Disagree 20 6.49% 2 40 Strongly Disagree 3 0.97 1 3 n = 308 99.99% x̄= 3.46 Σfw= 1067 Table 1.3 shows that 92.53% of respondents believe environmental education in subjects like Science and Social Studies positively impacts their biospheric values. With a weighted mean of xˉ=3.46\\bar{x} = 3.46xˉ=3.46, this highlights the importance of integrating environmental education into the curriculum to promote pro-environmental attitudes. Studies found that Science students are highly knowledgeable about environmental concepts and issues, as a result, they often take actions to address them (Rogayan 2019). **Table 1.4:** As i grew up, my behavior towards the environment have became more responsible and sustainable **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 137 44.48% 3 411 Agree 149 48.38% 4 596 Disagree 16 5.19% 2 32 Strongly Disagree 6 1.95% 1 6 n = 308 100% x̄= 3.39 Σfw= 1045 Table 1.4 shows that 92.86% agree and even strongly agree that as one grows up, their environmental awareness also improves. This correlates with the study of Otto (2019) in which it states that environmental behavior tends to become more consistent over time, while attitudes are more prone to change, potentially due to evolving moral perspectives and social pressures. **Table 1.5:** I feel confident in my knowledge about climate change and its impacts. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ---------- Strongly Agree 89 28.90% 3 267 Agree 175 56.82% 4 700 Disagree 42 13.64% 2 84 Strongly Disagree 2 0.65% 1 2 n = 308 100.01% x̄= 3.42 Σfw=1053 From the data that in table 1.5. it shows the significance that the people know the knowledge about the climate change and its impacts but only 56.82% percent agree with this confidence that they have with there knowledge and only 28.90% that does strongly agree with there confidence however there are about 13.64% of people that Disagree and 0.65% of people that strongly Disagree with there knowledge about climate change and there impacts since in Van der werff (2014) that your past behaviours can effect your environmental self identity or the confident knowledge oneself has. **Table 1.6:** I participate in school or community projects aimed at protecting the environment, such as clean ups or tree planting. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 99 32.14% 3 297 Agree 154 50% 4 616 Disagree 49 15.90% 2 98 Strongly Disagree 6 1.95% 1 6 n = 308 99.99% x̄= 3.30 Σfw= 1017  From the data collected in table 1.6  it shows the active participation of a person in community projects and protecting the environment such as clean ups or tree planting in the data it show that 32.14% of people actively participate in environmental recreational activity and 50% that also agrees that they do participate but there are some portions that shows in the data that only 15.90% disagree that they dont participate and 1.95% that strongly disagree it was stated by Van der werff (2014) that self-identity increases the likelihood of a wide range of pro environmental actions it\'s based on your personal increase of likelihood that you will participate in pro environmental activities stating it is the person\'s past action on how he deals with the environment that can lead to his or her active participation in environmental activities. **Table 1.7:** The practices my parents have on the environment have greatly affected mine. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ---------- Strongly Agree 110 35.71% 3 330 Agree 167 54.22% 4 668 Disagree 26 8.44% 2 52 Strongly Disagree 5 1.62 1 5 n = 308 99.99% x̄= Σfw=1055 Table 1.7 shows that the percentage of students who agree are 89.93% and those who disagree 10.06%, this shows that parents' influence has an effect on a child's environmental views. The study of Thomas (2017) examines the relationship between parenthood and environmental attitudes, finding that while having children can lead to a slight increase in sustainable intentions among already environmentally concerned parents, it often shifts focus to immediate family needs, resulting in a decrease in some pro-environmental behaviors. This aligns with your experience, as the environmental practices of your parents likely shaped your own values and behaviors, emphasizing the importance of parental influence in fostering sustainability. **Table 1.8:** My group of friends influence each other to follow CLAYGO. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 141 45.78% 4 564 Agree 129 41.88% 3 387 Disagree 30 9.74% 2 60 Strongly Disagree 8 2.60% 1 8 n = 308 100% x̄= 3.31 Σfw= 1019 Table 1.8 shows that there are 270 students or 87.66% agree that their peers have a significant impact on their environmental values while 38 students or 12.34% disagreed. Along with this, Berame et al., (2022) found that students 'aggressiveness in taking steps to inspire actions among others which may begin within their families or close friends. Along with this, Berame et al., (2022) found that students 'aggressiveness in taking steps to inspire actions among others which may begin within their families or close friends. **Table 1.9:** If my friends join environmental projects, I would be more likely to join in and participate. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 156 50.65% 4 624 Agree 122 39.61% 3 366 Disagree 24 7.79% 2 48 Strongly Disagree 6 1.95% 1 6 n = 308 100% x̄= 3.39 Σfw= 1044 Table 1.9 highlights the strong influence of peers on participation in environmental projects. Among 308 respondents, 50.65% \"Strongly Agree\" and 39.61% \"Agree\" that they are more likely to join if friends are involved, totaling over 90% in favor. The weighted mean (xˉ=3.39\\bar{x} = 3.39) reflects this trend, while only 9.74% express disagreement. This correlates to the study of Bouman (2020) which states that when individuals perceive their group strongly endorsing biospheric values, therefore resulting in having stronger pro-environmental engagement. These findings highlight the influence of group norms on individual behavior and suggest that interventions targeting group values and identity could be effective in motivating pro-environmental action, particularly for individuals with weaker personal environmental motivations. **TABLE 2: WAYS BIOSPHERIC VALUES CAN CONTRIBUTE TO REDUCING THE IMPACTS OF CLIMATE CHANGE** **Table 2.1:** My care for the environment has greatly affected my daily choices and practices. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 120 38.96% 3 360 Agree 167 54.22% 4 668 Disagree 16 5.19% 2 32 Strongly Disagree 5 1.62% 1 5 n = 308 100% x̄= 3.46 Σfw= 1065 Table 2.1 shows that 93.18% of respondents feel their care for the environment affects their daily choices, with a weighted mean of xˉ=3.46\\bar{x} = 3.46xˉ=3.46. This aligns with research linking environmental concern to sustainable behavior (Bamberg & Möser, 2007).  Furthermore, respondents manifested to help spread environmental awareness which is believed to have a substantial impact on people's daily routines and consumer behavior (Walker 2017; Williams et al. 2017; Zsóka et al. 2013). **Table 2.2:** My knowledge about the environment has greatly affected my practices. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 109 35.39% 3 327 Agree 177 57.47% 4 708 Disagree 18 5.84% 2 36 Strongly Disagree 4 1.30% 1 4 n = 308 100% x̄= 3.49 Σfw= 1075 The data gathered in table 2.2 showed that 57.47% of participants agree and 35.39% strongly agree, which implies that a majority of respondents acknowledge that their knowledge about the environment has greatly influenced their practices. This aligns with the study by Rogayan and Nebrija (2019), which states that there is a moderate correlation between students\' awareness on environmental concepts and issues and their practices to solve the environmental problems and possess a high degree of commitment. However, a small percentage of respondents (5.84% disagreeing and 1.30% strongly disagreeing) suggests that not all respondents experience the same level of influence from their knowledge about the environment. **Table 2.3:** The more I knew about the impacts of climate change, the more I changed my daily practices. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 130 42.21% 3 390 Agree 155 50.32% 4 620 Disagree 19 6.17% 2 38 Strongly Disagree 4 1.30% 1 4 n = 308 100% x̄= 3.42 Σfw= 1052 The data gathered in table 2.3 showed that 92.53% among participants either agree or strongly agree that learning about the impacts of climate change has encouraged them to change their daily practices. These results align with the study of Bouman et al., (2020) which states that the concern for the impacts of climate change motivates people to take action to reduce its negative impacts. Furthermore, individuals who express concern about climate change are more likely to support climate policies and actively make choices or engage in behaviors aimed at reducing their own carbon emissions, which helps mitigate the effects of climate change. However, a minority of participants with 6.17% disagreeing and 1.30% strongly disagreeing remain unaffected, which suggests that a small minority remains resistant to such changes.  **Table 2.4:** With my knowledge, I intend to help mitigate climate change by having personal changes. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 108 35.06% 3 324 Agree 179 58.12% 4 716 Disagree 15 4.87% 2 30 Strongly Disagree 6 1.94% 1 6 n = 308 99.99% x̄= 3.49 Σfw= 1076 The results in Table 2.4 show that a majority of respondents (93.18%) agree or strongly agree that they intend to help mitigate climate change through personal changes, with a score of 3.49, indicating a generally positive attitude toward individual environmental responsibility. Only a small percentage (6.81%) expressed disagreement. These findings align with the study by Aruta and Ballada (2022), which suggests that individuals who feel connected to nature are more likely to adopt positive environmental attitudes. However, the study also emphasizes that materialism can weaken this relationship, meaning those who prioritize material wealth may be less inclined to take personal climate action despite their connection to nature. This highlights the importance of addressing materialistic values when promoting climate-friendly behaviors and shaping effective environmental policies in the Philippines. **Table 2.5:** I support policies that promote environmental sustainability and climate action. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 147 47.73% 3 441 Agree 148 48.05% 4 592 Disagree 9 2.92% 2 18 Strongly Disagree 4 1.30% 1 4 n = 308 100% x̄= 3.42 Σfw= 1055 Table 3.4 shows that an overwhelming majority of respondents (95.78%) support policies promoting environmental sustainability and climate action, with a score of 3.42, suggesting a generally strong inclination toward policy support. Only a small fraction (4.22%) expressed disagreement. These findings align with Bouman et al. (2020), which found that concern about climate change motivates individuals to support environmental policies and take personal actions to reduce their carbon footprint. The study also suggests that caring about nature plays a crucial role in driving such behaviors. The high level of agreement in the survey reinforces the idea that climate concern can lead to policy support and proactive environmental actions among individuals, emphasizing the need for policies that harness public concern to drive meaningful climate initiatives. **Table 2.6:** Media exposure has a significant impact on my views about the environment. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 130 42.21% 3 390 Agree 155 50.32% 4 620 Disagree 18 5.84% 2 36 Strongly Disagree 5 1.62% 1 5 n = 308 99.99% x̄= 3.41 Σfw= 1051 According to the Table 2.6 findings, a substantial majority of participants (92.522%) agree or strongly agree that they plan to be impacted by how the media shapes their opinions about the environment. With a score of 3.41, it is clear that their perceptions of the environment have been significantly impacted by the media. Just 7.46 percent of respondents show disagreement. This aligns with studies like Wolf, Haddock  (2020), perceived egoistic group values predict group members' self-enhancing beliefs and actions. Adger, Barnett, Brown, et al., (2014, 2018)  Specifically, when a group is perceived to strongly endorse biospheric values, this group may be able to promote pro-environmental engagement among its members. This illustrates the ways in which groups affect one another. This highlights how people may be inspired to embrace sustainable behaviors by certain groups or the media. Exposure to the media can have a significant impact on public opinion, behavior, and sustainable development by promoting environmental viewpoints. **TABLE 3: SCHOOL\'S CONTRIBUTION TO STUDENT\'S BIOSPHERIC VALUES** **Table 3.1:** I have participated in school activities that focus on preserving the environment, like the CIP clean-up drives. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 140 45.45% 4 560 Agree 139 45.13% 3 417 Disagree 27 8.77% 2 54 Strongly Disagree 2 0.65% 1 2 n = 308 100% x̄= Σfw= 1033 According to table 3.1, (90.58%) of respondents agree that they have participated in activities that support environmental preservation, while (9.42%) disagree. This explains how they collaborated diligently to participate in environmentally beneficial activities. This aligns with studies like  (Zsoka et al, 2013). Environmental awareness through education leads to environmental behavior and actions (Zareie & Jafari, 2016; Crowe, 2013). Engaging in environmental activities fosters a sense of environmental responsibility in youths and motivates them to take action to preserve the earth. It states how important taking part in environmental activities is to better understand the value of protecting the environment and how human activity affects the world. **Table 3.2:** The environmental talks the school gives helps me get a clear idea of the importance of the environment. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 123 39.94% 3 369 Agree 166 53.90% 4 664 Disagree 16 5.19% 2 32 Strongly Disagree 3 0.97% 1 3 n = 308 100% x̄= 3.47 Σfw= 1068 Table 3.2 shows that 53.90% of the respondents "Agree" and 39.94% "Strongly Agree" that the environmental talks promoted by the school helps them gain a clear understanding of the importance of the environment, making it a total of 93.84%. The study of  Pusta (2017) explains that the amount of time a student\'s exposure to environmental education programs does not necessarily correlate with stronger environmentally friendly values, eco-centric worldviews, or future-oriented actions.  However the study of Pardo (2021) counters this and emphasizes that environmental awareness can be heightened by developing an Environmental Education Program taking into consideration the specific needs and problems of the students. **Table 3.3:** Clubs in the school like Green Thumb encourage me to make choices that positively contribute to the environment, like planting trees. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 86 27.92% 3 258 Agree 187 60.71% 4 748 Disagree 32 10.39% 2 64 Strongly Disagree 3 0.97 1 3 n = 308 99.99% x̄= 3.48 Σfw= 1073 Table 3.3 shows that 88.63% percent agree that extracurricular activities help in shaping one\'s biospheric values, while 11.36% disagree. The study of Bergman (2016) emphasized the need to improve these environmental behaviors and develop environment appreciation among students through active involvement of outside or field environmental preservation activities of the schools and communities which will cater the social or affective domains of environmental education. Futhermore, developing the environmental emotional intelligence of the students will positively affect environmental attitudes, intentions, and behavior (Aguilar-Luzon et al, 2014). **Table 3.4:** I believe that the school should add extra curricular activities that revolve around the environment, like adding more clubs. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ----------- Strongly Agree 130 42.21% 3 390 Agree 155 50.32% 4 620 Disagree 18 5.84% 2 36 Strongly Disagree 5 1.62% 1 5 n = 308 99.99% x̄=3.41 Σfw= 1051 From the data found in Table 3.4, it is found that the majority of the respondents agree on the idea that schools should add extracurricular activities that engage around the environment. Specifically, 42.21% "Agree" and 50.32 "Strongly Agree" making it a total of 92.53%. However, 5.84% "Disagree" and 1.62% "Strongly Disagree" on the idea of having extracurricular activities that revolve around the environment. The weighted mean of 3.14 depicts the agreement of the majority, highlighting the respondents value environmental extra curricular activities. This aligns with the study of Dela Peña (2018) and Masongsong (2024), which highlights the importance of student's environmental involvement in addressing global issues and enhancing one's attitude towards the environment. **Table 3.5:** I tend to look at books in the LRC that talk about animals and the environment. **Responses** **Frequency (f)** **Percentage (%)** **Weight (w)** **fw** ------------------- ------------------- -------------------- ---------------- ---------- Strongly Agree 76 24.68% 3 228 Agree 150 48.70% 4 600 Disagree 68 22.08% 2 136 Strongly Disagree 14 4.55% 1 14 n = 308 100.01% x̄= Σfw= 978 The data results of Table 3.5 shows that the majority of the respondents (73.38%) "Agree" and "Strongly Agree" that they look at books in the LRC related to animals and the environment. However, 22.07% of the respondents "Disagree" and 4.54% "Strongly Disagree". The weighted mean of 3.17 indicates that the majority of the respondents agree while only 22.07% "Disagree" and 4.54% "Strongly Disagree" making it a total of 26.61% who expressed their disagreement. This align with the study of Van Der Werff (2013), it is found that biospheric values influence preferences, intentions, and behaviors through an individual\'s environmental self-identity and sense of responsibility. Environmental self-identity is primarily dependent on biospheric values and strengthening environmental self-identity can have a good impact towards the environment. **\ ** **CHAPTER 5** **SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATONS** This chapter provides a comprehensive discussion of the researcher\'s conclusions from the survey findings. The results presented in the previous chapter will be discussed thoroughly, specifically analyzing the influence of biospheric values on behavior. The chapter aims to thoroughly interpret these findings, highlight key patterns and relationships, and explore their implications for understanding the role of environmental values in shaping human actions. **Summary of Findings** The research analyzed various factors influencing the biospheric values and environmental behaviors of students. The key findings from the study are summarized as follows: **Preference for Outdoor Learning** A significant proportion of respondents (93.35%) expressed a preference for lessons involving outdoor activities and engaging with nature. This supports existing research emphasizing the psychological and educational benefits of direct experiences in nature. **Classroom Influence on Environmental Motivatio** Most students (90.91%) agreed that lessons learned in class motivated them to address environmental issues, highlighting the role of education in fostering pro-environmental behavior. **Impact of Environmental Education** A vast majority (92.53%) believe that environmental education, particularly in subjects like Science and Social Studies, positively impacts their biospheric values, demonstrating the value of integrating environmental concepts into the curriculum. **Development of Environmental Awareness Over Time** Nearly all respondents (92.86%) agreed that environmental awareness improves with age, aligning with research indicating that environmental behavior becomes more consistent over time. **Confidence in Climate Change Knowledge** While over half of the respondents (85.72%) expressed confidence in their knowledge of climate change and its impacts, a small percentage (14.29%) showed uncertainty or disagreement, suggesting the need for deeper education on this topic. **Participation in Environmental Activities** Approximately 82.14% of respondents indicated active or occasional participation in environmental activities like clean-ups and tree planting, though 17.85% showed a lack of involvement, pointing to potential barriers to participation. **Parental Influence on Environmental Views** A significant 89.93% agreed that parents influence their environmental perspectives, demonstrating the critical role of family in shaping environmental values. **Peer Influence on Environmental Values** A majority of students (87.66%) acknowledged that their peers significantly impact their environmental values, emphasizing the role of social circles in fostering pro-environmental attitudes. **Peer Influence on Participation in Environmental Projects** Over 90% of respondents stated that they are more likely to participate in environmental projects if friends are involved, underscoring the importance of group norms and peer engagement. **Environmental Concern and Daily Choices** Most respondents (93.18%) reported that their care for the environment influences their daily choices, linking environmental concern with sustainable behavior. **Impact of Environmental Knowledge on Practices** A significant majority (92.86%) agreed that environmental knowledge impacts their daily practices, though a small proportion noted barriers preventing them from taking action. **Knowledge of Climate Change and Behavioral Motivation** The data showed that 92.53% of respondents agree or strongly agree that learning about the impacts of climate change has encouraged them to change their daily practices. This aligns with Bouman et al. (2020), which found that concern for climate change motivates action to mitigate its effects. A small minority (6.17% disagreeing and 1.30% strongly disagreeing) remains resistant to change, indicating that some barriers still prevent full engagement. **Intentions to Mitigate Climate Change** The survey shows that 93.18% of respondents intend to help mitigate climate change through personal changes, with a weighted score of 3.49 indicating a positive attitude toward individual responsibility. However, materialistic values may weaken this relationship, emphasizing the need for policies addressing such values when promoting pro-environmental behaviors. **Support for Environmental Policies** An overwhelming 95.78% of respondents support policies promoting sustainability and climate action, with a weighted mean of 3.42. This finding highlights the strong inclination among students toward policy support, reinforcing the idea that public concern can drive meaningful climate initiatives. **Media Influence on Environmental Perceptions** A significant majority (92.52%) agree that the media shapes their environmental opinions, with a weighted mean of 3.41. This emphasizes how exposure to environmental viewpoints via media can inspire sustainable behaviors and promote environmental engagement. **Participation in Environmental Activities** The majority of respondents (90.58%) agree that they have participated in activities that support environmental preservation, while 9.42% disagree. This highlights the importance of engaging in environmental activities to develop a sense of responsibility, better understand the impact of human activity on the planet, and encourage proactive behavior. **Impact of Environmental Talks** The majority of respondents (93.84%) agree that environmental talks promoted by schools help them gain a clear understanding of the importance of the environment. While some studies argue that exposure time to environmental programs does not necessarily strengthen eco-centric values, other studies emphasize the value of tailored Environmental Education Programs in enhancing awareness. **Extracurricular Activities and Biospheric Values** Most respondents (88.63%) agree that extracurricular activities shape their biospheric values, with studies highlighting the role of active environmental involvement in improving behaviors and environmental emotional intelligence. **Support for Environment-Focused Extracurriculars** A substantial 92.53% of respondents support adding extracurricular activities focused on the environment, with a weighted mean of 3.14. This demonstrates the value students place on such activities, aligning with research that emphasizes the importance of environmental involvement in addressing global issues and improving attitudes toward the environment. **Repetition of Key Findings** Similar to Table 3.4, this table reiterates the strong support (92.53%) for environment-focused extracurriculars, underlining the importance of integrating such activities into school programs. **Conclusion** The research highlights the important role of various social and educational factors in shaping students\' environmental values and behaviors. Key findings show that education, family dynamics, peer interactions, and extracurricular activities are crucial in helping students connect with nature and motivating them to take pro-environmental actions. This multifaceted approach emphasizes how different influences work together, suggesting that a well-rounded strategy is necessary for effectively instilling environmental values. By understanding the significance of these elements, educators and policymakers can develop more comprehensive programs that cater to the diverse needs of students. This can lead to a deeper and more lasting impact on their awareness of environmental issues, ultimately fostering a generation that is more engaged and proactive in addressing these challenges. A strong preference for outdoor learning experiences further demonstrates how hands-on education can enhance students\' engagement with environmental topics. When students have the opportunity to learn outside the classroom, they often find the experience more enjoyable and meaningful. This method not only raises awareness but also encourages a commitment to sustainable practices and support for climate action policies. Engaging with nature through practical experiences allows students to develop a personal connection to the environment, making concepts like sustainability and conservation more relatable and easier to understand. The findings suggest that students are not only aware of environmental challenges but are also eager to get involved in initiatives that promote sustainability. This enthusiasm indicates a shift in mindset, where students see themselves as active participants in creating change rather than passive observers of environmental problems. By fostering this sense of agency, we can empower students to take ownership of their actions and inspire them to advocate for environmental issues within their communities. The study also highlights the significant influence of social factors, particularly the roles of parents and peers, in shaping environmental values. Collaborative efforts within families and peer groups can greatly enhance student participation in environmental initiatives, reinforcing the idea that caring for the environment is a shared responsibility. When students discuss environmental issues with their families or friends, they are more likely to adopt these values and take action. This social aspect points to the need for community programs that encourage family involvement and peer collaboration, creating a supportive network that fosters a culture of environmental responsibility. For instance, schools could organize family-oriented environmental events or projects that encourage students to work alongside their parents and friends. Such initiatives can strengthen bonds within families and communities while promoting a collective commitment to sustainability. While many students feel confident in their understanding of climate change, the research identifies a gap in deeper knowledge that could help them overcome uncertainties and barriers to action. This gap suggests that while students may know about climate change, they might lack the detailed understanding needed to tackle complex environmental issues effectively. The positive link between environmental knowledge and sustainable daily practices shows that improving educational content can lead to more informed and proactive behaviors. Therefore, it is essential to develop teaching strategies that not only provide information but also encourage critical thinking and problem-solving skills related to environmental challenges. This could involve project-based learning, where students investigate real-world environmental issues and propose solutions, thereby deepening their understanding and engagement. In conclusion, the study calls for a thorough integration of environmental education into school curricula, the promotion of outdoor and hands-on learning opportunities, and the encouragement of family and peer involvement in environmental activities. By creating a supportive educational environment that prioritizes these elements, we can nurture a generation of environmentally aware individuals who are ready to address the urgent challenges of climate change and sustainability. This proactive approach not only prepares students to confront environmental issues but also empowers them to become leaders in their communities, driving positive change and fostering a sustainable future for everyone. By investing in the education and engagement of young people, we can lay the foundation for a more sustainable and resilient society. Ultimately, the goal is to create a culture where environmental stewardship is valued and practiced, ensuring that future generations inherit a healthier planet. **Recommendations** 1. The researchers would like to suggest using Qualitative methods in order to get a better understanding into students\' thoughts and feelings about environmental issues. This can complement quantitative data and provide a richer understanding of the factors influencing their behaviors. 2. Increase the number of participants and ensure a diverse demographic representation (age, gender, socioeconomic status, geographic location) to enhance the generalization of the findings. A broader sample can provide more comprehensive insights into different perspectives on environmental values. 3. The researchers would like to strongly recommend attending climate change campaigns and learning how daily actions affect the planet\'s health. These steps can help people become more aware of environmental issues and adopt habits that protect and sustain our planet. Additionally, learning about the effects of daily habits on the environment creates personal accountability and encourages the adoption of sustainable practices. 4. Implement a longitudinal approach to track changes in students\' environmental values and behaviors over time. This can help identify trends and the long-term impact of educational interventions on students\' attitudes toward the environment. 5. The researchers would like to add that schools should increase outdoor learning opportunities, such as field trips, nature walks, and hands-on environmental projects. These experiences can enhance students\' connection to nature and reinforce the lessons learned in the classroom. Outdoor learning can also improve students\' mental well-being and foster a sense of responsibility toward the environment. **REFERENCES** Dietz, T., Fitzgerald, A., & Shwom, R. (2005). ENVIRONMENTAL VALUES. [https://sci-hub.se/https://doi.org/10.1016/j.jenvp.2012.12.006](https://sci-hub.se/https:/doi.org/10.1016/j.jenvp.2012.12.006) Rogers, K. (2010b, October 4). Biophilia hypothesis \| Description, Nature, & Human Behavior. Encyclopedia Britannica. Martin, C., & Czellar, S. (2017). Where do biospheric values come from? 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