EXPLORING THE ENVIRONMENTAL AWARENESS OF 5TH GRADE PRIMARY SCHOOL CHILDREN USING A QUALITATIVE APPROAC

Abstract

Environmental awareness is a key aspect in the formation of sustainable habits from an early age. This study aims to contribute to understanding how primary school students perceive actions that benefit or harm the environment, as well as the influence their family environments have on their pro-environmental behavior. The main objective of the study is to analyze the perceptions of 5th-grade primary school students regarding beneficial and harmful actions for nature. The study explores gender differences in these perceptions and examines the role of family practices in shaping students' environmental awareness. A qualitative approach was adopted to analyze the questionnaires and drawings of 165 students from four schools in Extremadura. Data were processed through thematic analysis using predefined categories for beneficial and harmful actions. Additionally, gender differences in the frequency of actions mentioned were examined. The most frequently identified beneficial actions were waste collection and recycling, with significant gender differences: girls more frequently mentioned waste collection, while boys emphasized recycling and sustainable transportation. Regarding harmful actions, the most commonly mentioned was the use of combustion vehicles, though no significant gender differences were found in this area. This study highlights the importance of strengthening environmental education from an early age, promoting both knowledge and sustainable practices inside and outside the school environment. It also identifies gender differences that should be considered when designing educational interventions to foster equitable participation in pro-environmental activities.