Ecological intelligence and literacy among university students at the Batallas Academic Campus

Abstract

Introduction: University education is a relevant setting for strengthening knowledge, attitudes, and practices oriented toward sustainability. Objective: To analyze perceptions related to ecological intelligence and ecological literacy and willingness toward environmental care among students in the Educational Sciences program at the Batallas Academic Campus. Methods: A quantitative, descriptive, non-experimental, cross-sectional study was conducted between January and April 2026. A census approach included the 36 students who comprised the accessible population. A questionnaire with closed and open-ended questions was applied and showed a Cronbach alpha of 0.82. Closed responses were analyzed using frequencies and percentages, while open-ended responses were grouped thematically. Results: A total of 94.4% expressed interest in receiving information, training, and participating in environmental activities; the same proportion recognized human beings as a determining factor in environmental impact, and 97.2% considered environmental awareness necessary. Open responses emphasized water care, waste management, recycling, energy saving, pollution reduction, and green-area protection. Conclusions: Students showed favorable willingness toward environmental education and an understanding of human responsibility focused on everyday practices. The findings support sustained educational experiences linking ecological knowledge, reflection, and responsible action.