Awareness to Action: Bridging the Environmental Literacy Value-Action Gap in Urban Secondary Schools

Abstract

This policy brief presents critical findings from a study investigating the environmental literacy (EL) and pro-environmental behaviors of urban adolescents in Addis Ababa secondary schools. The research reveals a high level of theoretical awareness regarding global environmental issues like climate change. However, a significant "value-action gap" persists, where positive attitudes and environmental concerns fail to translate into sustainable, day-to-day practices. This directly stems from an educational system heavily reliant on rote learning and exam preparation, which neglects localized, practical, and experiential engagement. Pedagogical adjustments alone are insufficient. Sustainable environmental stewardship requires systemic curricular reforms that integrate the cognitive, emotional, and ethical dimensions of environmental literacy. This brief recommends a multi-tiered strategy that transitions from purely teaching about the environment to teaching in and for the environment. By implementing context-specific, experiential learning models and establishing collaborative school-community eco-projects, Ethiopia can foster active, environmentally responsible citizens vital for national climate resilience and sustainable development.