ENVIRONMENT LEARNING -AN ANALYTICAL

PERSPECTIVE

STOCKHOLM DECLARATION,
1972

Mrs. RAKHEE S GADHAVE

(I/C principal)
SMT Kamalaben Gambhirchand shah law school
email: -rakheegadhave@gmail.com
MS MUNJARIN SANADI
(SYLLB student)
email: -shinobi2092@gmail.com
MS HRUTVI NERURKAR
(SYLLB student)
email: -hrutvinishikant@gmail.com

“The environment is where we all meet; where all have a mutual interest; it is the one thing all
of us share.”

- Lady bird Johnson

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 ABSTRACT

The International Conference on Environment was the first occurrence in Stockholm held on 5th
June 1972 which continued till June 16th ,1972 concerning Environmental issues. The United
Nations Conference on the Environment, 1972 in Stockholm, Sweden was the leading UN
Conference with ‘Environment ’as the predominant matter.

This paper explores about the need to raise retainment of the environment to wariness for issues
like resource depletion and environmental education. Efforts to conserve environment will be
fruitful by educating young minds with spiritual connection to the Earth, it teaches children that
they are a part of nature and must take care of both their surroundings and people. For which we
conducted a survey on various age group from students to working professionals, explained in
delineate pattern in this analysis.

Environmental education increases public awareness and knowledge about environmental issues
while demonstrating sustainability. Such programs provide many benefits to students. The
components of environmental education are awareness and sensitivity to the environment and
challenges it adheres. The analysis of this paper is also based on how enormously this declaration
impacted various countries & citizen which led for initiative and introduction of new bills,
amendments, schemes & agreements to focus. One of the main agenda of this research is to
recognize the issues and let our future generation as well as present adopt sustainability.

2
CITATIONS

1. UNESCO – UNEP, 1990

2. K. GHOSH – IOSR JOURNAL OF HUMANITIES AND SOCIAL SCIENCES.

3. THE MUMBAI CLIMATE ACTION PLAN (MCAP)

4. JUAN LUIS NICOLAU – SCANNING THE TOURISMARKETING ENVIRONMENT

PAPER, 2009.

LIST OF ABBREVATIONS

1. UN conference - United Nations conference

2. MCAP- The Mumbai Climate Action Plan

3. UNESCO - The United Nations Educational Scientific and Cultural Organization

5. UNEP - United Nations Environment Program

6. SCC - Supreme court cases

7. EV - Electron Volt

8. EE - environmental education

KEYWORDS

1. Environment Sustainability

2. Environment Education

3. Natural Resources

4. Ecosystems

5. Destruction

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 INDEX

Serial No Table of Contents Page No

1 CHAPTER 1: INTRODUCTION
1.1 Introduction to the topic 6
1.2 Environmental Education 7
1.3 Research Objective 8
1.4 The case of Mumbai 9
1.5 Parameters of sustainable development 10
1.6 Research Questionnaire 12

2 CHAPTER 2: REVIEW OF LITERATURE

2.1 Review of Literature: Introduction 14
2.2 Issues and challenges to maintain the sustainable environment. 14
2.3 Power of Youth 15

3 CHAPTER 3: RESEARCH METHODOLOGY

3.1 Introduction of the topic: Research Methodology 16
3.2 Few pictures of workshops and visit conducted in educational 16
institutions and public places
3.3 Methods of Data Collection 17

3.4 Number of Samples 17

3.5 Types of Sampling 17

4 CHAPTER 4: DATA ANALYSIS

SURVEY 1 18-19
4.1 Demographic profiles of the respondents
4.1.1 Category
4.1.2 AGE
4.2 What are green plastics? 19
4.3 What are the green activities conducted in your school/ 20
college/ workspace?
4.4 Are there any waste segregation sources available in your 20
educational institutions/ workplace?
4.5 To buy or not to buy? That is the question! How do you shop? 21
4.6 Slash Your Trash 21
4.7 Recent personal care swaps 23
4.8 SURVEY 2 Demographic profiles of the respondents 24
4.8.1 Category
4.8.2 AGE

4
4.9 What is the most important environmental issue in your 25
neighborhood, in your opinion?

4.10 How frequently do you recycle products in your home? 25

4.11 How convenient are the locations of recycling bins in your 26
neighborhood?
4.12 How frequently do you use public transport? 26
4.13 Best ways to encourage the community to recycle more often? 27

5 CHAPTER 5: CONCLUSION 28

6 REFERENCES 29
Link For Google Forms 29
Survey 1
Awareness on Sustainable and Mindful Living in Educational
platforms and work place. (google.com)
Survey 2
Awareness on Sustainability and Mindful living in education and
workspaces. (google.com)

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 CHAPTER 1: INTRODUCTION

1.1 Introduction to the topic

The International Conference on Environment was the first ever occurrence in Stockholm held
on 5th June 1972 which continued till June 16, 1972, concerning environmental issues. It was
first proposed in Sweden and hence it is also termed as "Swedish Initiative". The United
Nations Conference on the Environment, 1972 in Stockholm, Sweden was leading UN
conference with Environment as the predominant matter. It laid the first stone for the global
alliance on the concerning environmental issues. Climate Change was an early discussion at
the United Nations General Assembly in 1968. And followed by the International Conference
in Stockholm which liberated a massive integration of economic advancement and sustainable
environment on global level. It collectively assists in develop mentalism and
environmentalism. Ecology' has gained a status of common use in the 21" century. This is
attributable to the UN Stockholm Declaration adopted in 1972 which puts strong emphasis
upon need for paying greater attention to ecological elements in the developing programs and
efforts, adding that ecology has social and economic impact. Post Stockholm, nations across
the globe have adopted several laws pertaining to the three pillars of sustainable environment.
India too has integrated plethora of laws. And so, India does lack in laws in maintaining and
protection of ecology and environment. Stockholm conference was the starting point of India’s
legislations for ecology and environment maintenance.

Stockholm Conference surely invited lot of criticisms such as underdeveloped countries are
not able to satisfy the said agenda, dominance of rich countries, suppressing developing
nations in the advancement of economy, etc. But at the same time, it created major
significance which outweighed the lacking and criticisms. And so, it is noticed that
industrialized nations are concerned majorly about air and water pollution and when in fact
developing countries are wanting to eliminate poverty and preserve the ecosystem.

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1.2 Environmental Education: -

Environmental education is a process that concede individuals to explore environmental issues,

participate in problem solving, and take measures to improve the environment. As a result,
individuals gain a deeper understanding of environmental issues and can make informed and
responsible decisions.

Five related objectives have been recommended to help achieve these goals:

i. Awareness
Helping social groups and individuals gain awareness and sensitivity to the whole
environment and its associated problems is the key part for drastic changes to adhere.

ii. Knowledge
Enlightenment of each individual discovers a wide range of information to gain a basic
understanding of nature and the problems associated with it.

iii. Environmental Education for Educators:

Teachers are considered as a key factor in influencing and encouraging the interest of
students on environmental issues. Environmental Education (EE) in Teacher’s has
become a priority since the end of the twentieth century (UNESCO-UNEP, 1990).
Educators need to be more conscious of the crucial role they play in conceptualizing
environmental problems and creating environmental-related cognitive frameworks. New
theories and teaching techniques have emerged for applying skills and strategies that
translate EE to practical contexts.

Teksoz (2010) found that majority of the pre-service educators agreed on making
Environmental Education compulsory. They held the opinion that in order to integrate EE
into one's own lessons, every teacher needed to be environmentally literate. In addition,

7
 more than half of the participants added that environment-related courses should be
compulsory for not only pre-service teachers but also for university students from
different academic fields.

Ghosh, K. (2014) observed that to protect and conserve the environment, emphasis
should be placed on Environmental Education in both formal and non-formal system of
education. In formal system of education, teachers play a very significant.

iv. Conserving Energy and Water

Going along with the home theme, conserving energy is another way to demonstrate
environmental awareness. One easy way to conserve energy is to turn off lights when not
in use. Some people even install solar panels and other types of alternative energy
sources. Future development of solar energy holds great promise for its widespread use
and efficiency.

v. Purchases, Recycling, and Activism

Distinct class of individuals opt to buy clothing and products that contain natural
fibers/materials, rather than synthetic ones. Recycling is undoubtedly a significant
component of exhibiting environmental consciousness. Still, others who are extremely
passionate about this issue become activists. As we can see, there are many ways to be
environmentally conscious, and each person must determine which strategies work for
them. Despite the government's avowal to eliminate single use plastic products by 2022,
policy implementation remains a challenge. The packaging industry, online delivery apps
and industrial plastic waste continue to add to the conundrum. State bans on plastic,
which commenced with Sikkim in 1998, have done a great job in bringing down the use
of plastic but the real challenge stays at the used plastic management level. Stop treating
plastic as waste and treat it as a recyclable resource like we treat newspaper.

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1.3 Research Objective

The present research aims to assess whether individuals in most prominent city like Mumbai -
Does Environmental educational program succeeds to ignite positive environmental attitudes
and behaviors among students as well as working professionals in various fields. Furthermore,
it fills a research gap in quantitative theory-based impact for evaluation of awareness at
educational level.

1.4 The case of Mumbai: -

Mumbai is a suitable case study for the present thesis due to its geographical location which
lies on the Konkan coast on the west coast of India. The city faces several challenges in terms
of sustainable development, but it has also developed policies to respond to those problems.
The most pressing sustainable development challenges that Mumbai is facing due to climate
change are biodiversity loss, pollution, natural disasters, food insecurity, unsustainable
production & consumption, and poverty.

Every year, more than 2 billion tonnes of solid garbage are created globally, which is about 5
times the weight of the whole human population. Every day, Mumbai produces 7,000–7,500
tonnes of solid trash.

Every day, 80 to 110 metric tonnes of plastic garbage, the majority of it single-use plastic, are
poured into Mumbai's water channels and sewers. Mumbai also has significantly higher
impacts than average on land use change, freshwater use, and biodiversity loss. Figure 1
compares the city's condition to the average for the world. Given Mumbai's socioeconomic
sustainability condition, the city also lags in delivering essential amenities like improved
sanitation and garbage collection.

A 30-year roadmap that outlines the city's short-, middle-, and long-term climate targets has
been introduced by the Mumbai Climate Action Plan (MCAP) in order to reduce the effects of

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 climate change and guarantee the city's future. By 2023, the state bus company of Mumbai will
also have more than 2,000 electric buses operating on the roads as part of a scheme to switch

15% of its fleet over to electric. The government is also enticing citizens to switch to electric
vehicles by enacting tax breaks, increasing the number of charging stations, substituting solar
energy for coal, building flood control reservoirs, organizing clean-up drives, and launching
public awareness campaigns in the media and in educational institutions with the assistance of
influential personality.
Figure1 Figure 2

1.5 Parameters of sustainable development: -

The term "parameters of sustainable development" refers to the guiding principles that enable
people better comprehend the idea of sustainable development, identify its limitations and
deficiencies, and establish the appropriate policy solutions to address those issues. The essential
criteria are as follows:

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• Inter-generational equity and
• Intra-generational equity.

• Evolution of Inter-generational equity

The progressive implementation of the agenda set forth by the International Conference on
Human Environment, the blending of environmental issues pertaining to the present and future
survival into legal activities, and its governance for improvement and preservation of our natural
system.
The concept of intergenerational equality expresses that all generations have an equal
opportunity to benefit from the natural ecosystem. It is set up to foster relationships between
generations about the propagation and creation of laws for the benefit of humanity. In order for
future generations to appreciate and appreciate Mother Nature's gifts, it is the responsibility of
the current generation to teach the growing generation how to care for and maintain the
ecosystem and natural resources. However, there are instances when we go beyond the bounds of
intergenerational equality through excessive use of natural resources, advancements in
technology and industry, unsustainable farming methods, etc. There is no doubt that natural
resources are essential to human survival, but what are we doing to protect them? Are we
appreciating these natural gifts, paying attention to them, and doing our part to preserve them for
future generations? In regard to the aforementioned issues, the Stockholm Conference
established several principles. The problem is not with consuming them, but with utilizing them
carelessly and failing to consider the reality that they will eventually run out of energy.

It is to be noted that there are 3 basic inter-generational equity principles which forms certain
inter-generational responsibilities

(I) Conservation of Options

It asserts that every generation should be required to protect the natural riches for
future generations to continue making use of them by not restricting their choices for
any such resources.

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 (II) Conservation of Equality
The quality of the planet must be preserved by each generation for it to be handed
down to future generations in no worse shape than it was when it was first created
and so that they may enjoy its natural resources.

(III) Conservation of Access

In order to preserve this access for future generations, each live generation should
grant its members equal rights of access to the legacy of earlier generations. Inter-
generational equity has become the prime part of international law when dealing with
environment issues, environment protection, socio-economic development and
resource utilization. These above tripartite principles address to the protection of
environment through future and evolving generations.

There are certain shortcomings of the inter-generational equity, which is inappropriate planning
for long time period, difficulty in finding out whether the future generations will contribute to
this and what will be their requirements, unclear terms of evolving generations.

• Development of Intra-generational equity.

Intra-generational equity is the term used to describe the achievement of equitable environmental
usage across members of a single generation. It refers to the equitable use of natural resources in
areas used for both local and international common generation. Natural resources are being
exploited in unprecedented quantities and the levels of consumption are escalating.
The depletion of Earth's natural resources may result in a reduced standard of living, promote
poverty, and stimulate increased resource exploitation. The propensity for excessive usage,
excessive consumption, and excessive production is deemed catastrophic to humanity and all
habitats. Development without consideration for the environment is merely transient and prone
to failure.

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The primary principles of sustainable development are to ensure the needs and concerns of both
current and future generations, continuously improve the quality of life and environmental
equality, protect the environment and preserve eco-spaces, biodiversity, and use natural
resources wisely and sparingly.

1.6 Research Questionnaire: -

By applying quantitative research methods, this thesis aims to answer the following research
question:
• What are the green activities conducted in your school/ college/ workspace? (Plantation,
reusing and recycling, visits, etc.) 
• What can I do towards sustainable food consumption and reducing waste?
• What are green plastics?
• Are there any waste segregation sources available in your educational institutions/
workplace?

As mentioned in the introduction, Mumbai faces several ecological issues that necessitate more
environmentally friendly living decisions. As a result, educational institutions in Mumbai are
putting educational programs and visits , which is why it's crucial to assess their effects. The
current study sheds light on how well the Experimental Environmental program works. For
instance, Smt K G Shah Law School in Mumbai's Matunga district offers seminars led by
pioneers and environmental activists, clean-up drives in train stations, and student visits to the

National Green Tribunal.

The present research is explained in more detail in the following chapters. Chapters providing a
literature review exploring where and how the topic has already been studied by other scholars
and their main research findings. Chapter three elaborates on the research methodology used in
the current research and chapter 4 introduces the theoretical background applied in the present

thesis with empirical data analysis. chapter five presents the research results discussion and

13
summaries , as well as provides suggestions / recommendations derived from the empirical
findings.

CHAPTER 2: -LITERATURE REVIEW

1.1 Review of Literature: Introduction

The objective of this literature review is twofold. Firstly, to provide an overview of the existing
research on the effects of environmental and sustainability education on learners, environmental
attitudes and behavior with a focus on environmental program on students and in addition with
working professionals. Secondly, it highlights a research gap in quantitative theory-based
research on the day-to-day lifestyle of individuals in Mumbai.

According to Nicolaou (2009), environmental issues are complicated and poorly structured, and
they call for taking cultural factors, trade-offs, and values into account. For example, Shobeiri,
Omidvar, and Prahallada (2007) discovered cultural variations in how Indian and Iranian
students perceived environmental issues in their respective nations.

Children's environmental knowledge, awareness of the environment, and attitudes toward the
environment are crucial since they will be in charge of caring for the surviving natural resources
(Korhonen & Lappalainen, 2004). UNESCO has advised educators, organizations, and
governments to create environmental education curricula for students that offer learning modules
that blend abilities, information, reflections, ethics, and values together in a balanced approach in
order to address that issue (Haigh, 2006).

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2.2 Issues and challenges to maintain the sustainable environment.
The issues and concerns of environment are rising day by day with rising pollution everywhere
to release of toxicants and bacteria which are destructive for all living race internally.
Here are the following issues and concerns that are claiming to be disastrous to living life.

 Excessive pollution – The pollution is the prime agent of all environmental harms.
Today we are dealing with what not? Whether it be water pollution, air pollution, soil
pollution, etc. The environment pollution directly and indirectly affects the health of
living beings as we breathe, eat, drink, and live in this eco-space. Thus, Human beings
needs to limit the activities which tend to be a threat to the environment.

 Global Warming – Global warming has culminated in an increased frequency, heat

intensity and duration of heat related occurrences such as heat waves. Repetitions and
intensity of droughts has increased in some station places and there has been increased in
precipitation levels at global levels.

Furthermore, the overpopulation, poor waste management system, use of plastics, urbanization
and industrialization, loss of biodiversity, scarcity of water, ozone layer depletion, polar ice caps,
acidification of rain and water bodies, deforestation, etc. are the prime causes which needs to be
taken onto serious note for the betterment of human and living life. And all this only possible
through environment preservation.

2.3 Power of Youth

Youth is the power of everything, they have power to change the world and voice up for the
environmental concerns. Voicing up through youth can help us in many ways to save the
environment from degradation. From them we can bring necessary changes for environmental
concerns for which there is a desperate need around the globe. They have a greater stake in
population aspects around the globe and young people have to live with dreadful environmental
issues in future. There were many rules, regulations, laws and conventions put through but there

15
was no implementation in any effective methods. It can be only taken into action by young
minds. Thus, they play a significant role in protecting our mother earth.

CHAPTER 3: RESEARCH METHODOLOGY

Analysis and interpretation of data collected through administering of questionnaire and

workshop/visits scheduled, which were analyzed and interpreted employing appropriate
statistical measure. Responses to the questionnaires and workshop were tabulated and counted
into percentage. Interpretations of data were made on basis of the responses given in the
questionnaires.

The search term was limited to the title words ‘conservation and environmental education.’ It
means, from the database, the title of the article consists of all the three words — conservation;
environmental; education, alone could be retrieved. As shown in figure 3 research demographic
demonstrating percentage of students and working professionals, while Figure 4 shows the age
group statistics. To get a holistic understanding of the research on conservation and
Environmental Education plantation drives were conducted in Sandhurst railway station and
camps which were guided under Lubrizol India pvt ltd with help of Navi Mumbai corporation in
line with “My Earth -(mazhi Vasundhara) and cleanliness (Swachh Sarvekshan)Drive 2022.

3.2 Few pictures of workshops and visit conducted in educational institutions

and public places

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 Figure 4 National green tribunal visit, Pune
Figure 3 Clean and plantation
drive in Sandhurst Railway
station, Mumbai

Figure 5 Workshop conducted on sustainability in

educational institute, - Smt K.G. shah law school Matunga Figure 6 Plantation Drive in Navi
Mumbai guided by Lubrizol pvt ltd

3.3 Methods of Data Collection

• The research will be made thorough by conducting a Quantitative Study wherein the
responses of the sample space will be collected via a Structured Questionnaire made with
the help of Google Forms.

• The researcher plans to do a detailed analysis of the samples based on a structured

questionnaire.

• The questionnaire will be shared with people in Mumbai (Local), individuals and
professionals from Maharashtra.

3.4 Number of Samples

• The survey is filled by 100 participants mostly being students and working professionals.

3.5 Types of Sampling

• Simple random sampling is the method used for the sampling process.

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 CHAPTER 4: DATA ANALYSIS

After the initial meet ups with the students and professionals, 2 different surveys (one with
descriptive questions, one with multiple choice options) were conducted to refine the process.
Cognitive interviewing was used in questionnaire development to assess the understanding of
items by the target group, reduce sources of error, and reveal whether the same concept is
understood differently in different age group.

SURVEY 1: 55 PARTICIPANTS

4.1 Demographic profiles of the respondents

4.1.1 Category

36%
STUDENT
WORKING PRO-
64% FESSIONAL

Interpretation: Out of the sample of 55, 36% of the sample belongs to Working class whereas
64% belongs to Student category. Mostly the sample comprises of college going students.

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4.1.2 AGE

73%

CHILDREN
YOUNG ADULTS
22%
MIDDLE AGED ADULTS
OLD ADULTS

2%
4%

Interpretation: We have grouped the population of 0-16 years as children,17-30 age group as
young adults, 31-45 age group as middle aged adults and participants above the age 45 are
grouped as old adults. According to the above-mentioned pie chart, 3% of the population is
under the age of 16, 73% is between the ages of 17 and 30, 12% is between the ages of 31 and
45, and 1% is between the ages of 46 and 55. There are no replies who are older than 55.

4.2 What are green plastics?

9%

62%

29%

Biodegradable plastics Unaware Recyclable plastic

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 • Interpretation: 62%of students knew about green plastic whereas it differed in working
professionals, 29% individuals were unaware, whereas 9% were aware that it can be recycled.

4.3 What are the green activities conducted in your school/ college/
workspace?

Unaware 5%
Recycling 2%
Plantation, waste management 2%
Plantation, cleanliness drives, visits 2%
Plantation and Visits 2%
Plantation and vermi composting 2%
Plantation and Recycling 31%
Plantation and Cleanliness Drive 4%
Plantation and Awareness programs 11%
Plantation , cleanup drive and recycling 4%
Plantation 35%
Awarness Programs 2%
0% 5% 10% 15% 20% 25% 30% 35% 40%

Interpretation:35%students answered the institution includes activities like plantation drive ,31%
also mentioned recycling along with plantation program,4% individuals spoke about cleanup
drive like beach clean and neighborhood /campus cleaning, 5% were unaware of any such
activities.

4.4 Are there any waste segregation sources available in your educational
institutions/ workplace?

11%

NO
33% NOT SURE
56%
YES

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Interpretation: Students utilization of waste management as follows: 56% Yes, 33%No, and 11%
are not sure about the waste segregation sources available at their workplace/Institution.

4.5 To buy or not to buy? That is the question! How do you shop?

Is it the best quality I can afford? 9%

9%
Do I really need this?, Can I buy it second-hand?, Is it the best
5%
quality I can afford?
5%
Do I really need this?, Am i buying it because it's on sale?, Is it
5%
the best quality I can afford?
5%
Do I really need this?, Am i buying it because it's on sale? 2%
47%
Can I buy it second-hand? 4%
5%
Am i buying it because it's on sale? 2%
0% 10% 20% 30% 40% 50%

Interpretation: 47% of the working professionals answered on mindful buying things they need
or not, whereas 5- 9% of students had insight on what is the purpose of buying products.

4.6 Slash Your Trash

• Question 12 which was based on personal waste management ,it was seen that most of the
neighborhood doesn’t have proper wet and dry waste disposal access ,nor people are aware
of this segregation .we spoke to workers of Brihanmumbai Municipal Corporation (BMC),
Mumbai it was noted the segregation was done by the waste /garbage collectors .Whereas

21
 restaurant owners pay for getting their waste collected do segregate bottles ,plastic -
glass .within the forms handed to the individuals 45% students and working professionals
were enlightened how their waste affects the ecosystem.

• For having little life choices which uplifts the environment and safeguards it with all ways,
is something we must do.

• We cannot go Zero waste as said. Nobody can follow "zero" waste. There'll be something
or the other thing left.

• But what we can do is, reduce the waste, mindfully.

• Reusing, repurposing goes long way.

• We can substitute our life choices which were previously affecting the environment with
more environment friendly sources.

• For instance, when i want to go for grocery shopping, i usually take my cloth bag handy,
instead of asking for plastic bags, from shopkeepers.

• Another instance where i have switched to environment friendly choice is of metal reusable
straws and taking water bottle everywhere. It reduces the consumption of plastic packaging
water bottles and straws.

• Refurbishment of used furniture at home is another way to go for zero waste.

• When talking about the consumption, we need to acknowledge whether we over consume
anything without its need.

• Whenever we go out of our house, we must switch off all the electricity sources.

• Reuse any item, for some other purpose instead of discarding right away.

• We need to utilize rather than just use it.

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 • Personal insights and suggestions were one question where 68 % of individuals spoke
about recycling and reuse ,10 % spoke about swapping plastic to cloth, using moon cups
instead of periods product and 20 % leaned towards waste segregation and management
/organic living

4.7 Recent personal care swaps

Going for plantations workshops 1

Sustainable Clothing 2 2

3
Moon cups instead of pads

Buying refills insisted of buying whole new plastic bottles. 3

Alternatives for plastic 3 4

Segregation of waste 1 1

Bamboo toothbrush 2

Going Organic 5 2

1
Trade your blow dryer for a microfiber towel.

Shifting to cruelty free products. 2 3

None 13 7

0% 20% 40% 60% 80% 100%

CATEGORY STUDENT CATEGORY WORKING PROFESSIONAL

Interpretation: 3 students out of 55 participants spoke about swapping pads with moon cups, 3
students opted for refilling of bottles, 3 students and 4 working professional showed interest in
switching plastic bags with cloth bags,5 students had insight about organic living, 20 participants
are aware the products they are using are harmful for the environment but choose to ignore the
repercussion of their habits.

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 SURVEY 2: 55 Samples

4.8 Demographic profiles of the respondents

4.8.1 Category

HOMEMAKER
STUDENT
WORKING PRO-
FESSIONAL

Interpretation: The second survey was on multiple choice option pattern, where 62% of students
responded with 35%working professionals and up to 4% of homemakers helped us to achieve the
data.

4.8.2 AGE

7% 5%
13%
CHILDREN
YOUNG ADULTS
MIDDLE AGED ADULTS
OLD ADULTS

75%

Interpretation: - We were flabbergasted to get more responses from young Adults (up to 75%)
and the insight they shared and to adapt sustainable products by recycling and mindfulness
practices for the benefit of environment. Whereas the age group of 31-45 years still practice few
old methods like cooking in iron cast, building brick houses for natural cooling and composting

24
option for organic kitchen garden. children in this survey knew about harmful effects of their
actions on environment but still were unaware of similar organic methods to swap it form.

4.9 What is the most important environmental issue in your neighborhood, in

your opinion?

4.10 How frequently do you recycle products in your home?

What is the most important environmental issue in your

neighborhood, in your opinion?
4%

Plastic waste 5%
4%

No issues 4%
4%

pollution, waste segregation 11%

40%

Pollution 29%
0 5 10 15 20 25

How frequently do you recycle

products in your home?
9%
15% Sometimes
Rarely
Always
Never
56%

20%

Interpretation: This statistic in the above figure shows about the waste segregation methods and
practices carried out by various age group ,56% answered sometimes and only 8% of individual
carry out the practice on everyday basis, this shows us the alarming need for the awareness and

25
teachings to be preached in young minds and adults .40 % shared their insight that the lack of
practice is because of garbage management in their neighborhood. Whereas 20 % stated air
pollution with sulfur and carbon dioxide in air because of accumulation of garbage.

4.11 How convenient are the locations of recycling bins in your neighborhood?

18%
27%

Somewhat convenient
Not very convenient
Not at all convenient
Very convenient
27%

27%

Interpretation: answer to this question is of mix reaction with variables of 27% each stating not
very convenient and not convenient at all, 27% are satisfied with the options, only 18% are proud
of their recycling habits because of options the neighborhood provides.

4.12 How frequently do you use public transport?

11% 31%
15%

SOMETIMES
ALWAYS
OFTEN
RARELY
VERY RARERLY
16%
27%

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Interpretation: 27% people living in Mumbai opt for public transport to avoid traffic ,31%
answered sometimes ,15%choose comfort by using their own vehicle,16% mostly working
professionals said they use public modes of transport to save money, time and carbon footprint.

4.13 Best ways to encourage the community to recycle more often?

Use double-sided copies, Use reusable plates, cups, or utensils, Carry a reusable bottle or coffee mug 4%

2%

Use double-sided copies, Use reusable plates, cups, or utensils, Carry a reusable bottle or coffee mug, Other swaps 2%

4%

Use reusable plates, cups, or utensils 5%

5%

Use double-sided copies, Use reusable plates, cups, or utensils, Avoid plastic packaging 7%

7%

Use double-sided copies, Use reusable plates, cups, or utensils, Carry a reusable bottle or coffee mug, Avoid plastic packaging, Other swaps 9%

9%

Use reusable plates, cups, or utensils, Carry a reusable bottle or coffee mug, Avoid plastic packaging 13%

15%

Use double-sided copies, Use reusable plates, cups, or utensils, Carry a reusable bottle or coffee mug, Avoid plastic packaging 18%
0% 5% 10% 15% 20%

Interpretation: When asked about best ways to recycle most of the students opted for use of
double side copies (18%) and strong with 15% calling for avoidance of plastic bags .12% of
homemakers and young Adults shared wish of reusing utensils and furniture.

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 CHAPTER 5: CONCLUSION

 
When we have shelter, we feel safe and protected but does it always have to be materialistically
created? Well, our Mother Nature is one home. We need to be at the helm to protect the natural
ecosystem from all sorts of destruction. Feeling sheltered from danger is the basic feeling of
assurance that we will continue to live and survive and is the core feeling of security. That
feeling can be imperiled by elements in our everyday environment, by natural calamities and
more gravely by violent conflicts like wars and human destructions. We should be in obedience
to be a good member of humankind, or we can choose to be the destructive one!

Settling in to be a better human community, would change our relationship with the flora and
fauna. It would change what we eat, what we wear, and how we use natural resources. It would
be a turnaround for what we pay attention to in order to respect the environmental gifts and
rights of the other communities. The present generation should be taught to preserve the future
generation by rectifying the past mistakes.

The concept of sustainable development and advocating about the same rightfully has become
apparent to address the environmental issues caused by civilization and modernization around
the globe. There are miscellaneous explanations about the concept of environment maintenance,
but it needs to be inclusive of economic advancements without an indiscriminate destruction of
our environment
 

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 REFERENCES

1. CLIMECO – ESG SUSTAINABILITY ENVIRONMENT CREDITS

2. (IM)PERFECTLY ZERO WASTE – SRINI AND SHUBHASHREE
3. ARTICLES
4. THE HINDU NEWSPAPER

LINK FOR GOOGLE FORMS

SURVEY 1
Awareness on Sustainable and Mindful Living in Educational platforms and work place.
(google.com)

SURVEY 2
Awareness on Sustainability and Mindful living in education and workspaces. (google.com)

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