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1. UNIVERSITY OF ECONOMICS – THE UNIVERSITY OF DANANG
CENTER FOR INTERNATIONAL EDUCATION
--------
A STUDY ON UNIVERSITY STUDENTS’
AWARENESS OF ENVIRONMENTAL
PROTECTION IN DANANG CITY
END – YEAR REPORT
Teacher: PhD. Nguyen Thi Huynh Loc
Student: Phan Dang Bao Tran
Student ID: 211129100161
Class: LV 4.2
Danang – August 1, 2022

2. 1
A STUDY ON UNIVERSITY STUDENTS’ AWARENESS OF
ENVIRONMENTAL PROTECTION IN DANANG CITY

3. 2
Table of Contents
1. Introduction.........................................................................................................................................................................4
1.1. Background to the research..................................................................................................................................4
1.2. Rationale ......................................................................................................................................................................5
1.3. Review of previous studies...................................................................................................................................5
2. Methodology........................................................................................................................................................................6
2.1. Participants.................................................................................................................................................................6
2.2. Data collection............................................................................................................................................................6
3. Findings.................................................................................................................................................................................7
3.1. Results...........................................................................................................................................................................7
3.1.1. Demography of respondents.........................................................................................................................7
3.1.2. Responses of the participants.......................................................................................................................7
3.2. Discussion................................................................................................................................................................. 12
4. Conclusion ......................................................................................................................................................................... 13
References...................................................................................................................................................................................... 13
Appendices..................................................................................................................................................................................... 15

4. 3
List of Figures and Tables
Figure 1. Gender of participants.................................................................................................................................................. 7
Figure 2. Year of birth of participants....................................................................................................................................... 7
Figure 3. Level of agreement of the students about if our environment is in a good statement........................ 8
Figure 4. Frequency of discussing about environment at home and/or at school among the students......... 8
Figure 5. Environmental issues drawing the students' attention. ................................................................................. 9
Figure 6. What environmental issues that is worth carrying about currently.......................................................... 9
Figure 7. The most reasonable solutions according to the students...........................................................................10
Table 1. Level of agreement on statements relative to environmental awareness...............................................10

5. 4
1. Introduction
Being an agricultural country in the process of industrialization and modernization, Vietnam aims
to become a developed country by 2045, the 100th anniversary of the founding of the Democratic
Republic of Vietnam, now the Socialist Republic of Vietnam (Tran, 2021). Therefore, the country is in the
process of promoting all cities and provinces, Danang included, to develop urbanization and
industrialization. However, all around the country, which Danang is not an exception, is still facing severe
environmental problems (Phung and Ngo, 2010). Moreover, environmental pollution can affect the safety
of human life and national security (Tran, 2017). According to Tran (2021), Vietnam’s nature, besides
being affected by the harmful effects of wars in the past, is now also destroyed by the unconscious
activities, arbitrary and careless attitudes of each individual, along with irresponsibly planned
exploitation of natural resources and abusing the natural resources of organizations.
1.1. Background to the research
According to Nguyen (2021), in the age of industry 4.0, human’s life has become increasingly
convenient as well as the material and spiritual life of people is gradually improving; in contrast,
environmental pollution has never been more complicated. Environmental pollution is a dangerous
problem not only in one region but everywhere, including the countryside, cities, mountains, the sea, etc.
(Nguyen, 2021).
According to the Ministry of Natural Resources and Environment, over 2,000 projects are subject
to environmental impact assessment reports on a yearly basis; there are 625 industrial clusters
countrywide, but only around 5% of them have centralized wastewater treatment systems; there are 283
industrial parks with more than 550,000m3 of wastewater produced every day and night; more than
100,000 tons of plant protection chemicals were used nationwide; more than 23 million tons of domestic
waste and more than 7 million tons of industrial solid waste were also produced (as cited in Environment
Magazine (Tap chi Moi Truong), 2016).
Specifically, Le (2022) once stated that there are some problems with some particular common
pollution in Vietnam. First of all, soil pollution has been getting worse every day since humans used the
land to build high-class apartments and manufacturing factories. In addition, large industrialists
carelessly discharge economic pollutants, and people with low awareness take advantage of water
sources and carelessly litter, leading to serious water pollution, directly affecting the daily life of humans
and other aquatic organisms. Last but not least, there are more and more modern means of transport

6. 5
emitting toxic gases into the atmosphere and factories are producing injected poison into the air, making
it more dangerously polluted.
Along with these pollution statements, some solutions have been made and proved to be efficient.
First of all, it is encouraged to plant more trees, mainly due to the fact that plants are the oxygen sources
and carbon dioxide consumption. Secondly, natural resources should be replaced by renewable resources
since it is eco-friendly and may reduce certain pollution such as air pollution, water pollution, soil
erosion, etc. Another efficient solution is using recyclable materials such as papers, glasses, cartons, etc.
instead of disposable plastics. Finally, the government should use technology to collect and handle waste
safely and cleanly, especially in some urban areas.
1.2. Rationale
Osman M. (2021) once stated that young generation has a very important role to play in the
world’s social, environmental, economic and political life. Their opinion matters these days more than
any other day; they have a more valued say and they represent an example of an ambitious and active
citizen who is ready to change the world (Osman, M. 2021). In other words, our environmental health in
the future depends on young people these days. Therefore, this brings me consciousness and
consideration enough to carry out this survey. Personally, I have recently noticed students’ awareness of
environmental problems, especially in DUE. From my perspective, I do not consider their attitude to this
serious statement to be positive enough. For those reasons, I decided to carry out a study on Danang
university students’ perceptions of environmental preservation and protection. Specifically, this study
aims to determine the accuracy of my consideration of whether students have a good awareness of
protecting the environment so that some appropriate recommendations about what can be done to raise
students’ perception of environmental protection and preservation can be given.
1.3. Review of previous studies
Attitudes towards the environment have always been a consequential problem that is worth
caring about all over the world and at all ages. In the past, a survey like this one was conducted by
Karadag in 2022. However, he worked on middle school students in Turkey, and it was concluded that
they generally displayed positive attitudes towards the environmental issues and it seemed like female
students have more positive ones than male students. Similarly, Özdemir (2016) stated that although
secondary students could understand the importance of the ecology and natural resources; nevertheless,
they did not actually take action to protect the environment. Therefore, secondary students should be

7. 6
encouraged to join in activities aiming to increase their attitude to ecological issues. Another survey was
carried out in Malaysia by Ahmad in 2015. He examined people in the 19-34 age group. Although the
examined group was different, the result of the survey was quite the same that while there was strong
knowledge that respondents had, the relationship between knowledge and practice of those people was
still weak. Pavliukh (2005) also performed the results in her study on environmental awareness of
university students in Ukraine that it was necessary for university students as well as the whole society
to have a sufficient level of environmental perception. Furthermore, Shi (2021) was surprised at the
result of her survey that the younger group had a more environmentally concerned perception, but they
lost their concern over time. Taking all these surveys into consideration, it seems like in the past few
years, people have had strong enough knowledge and concern about the environment; however, there
was still no particular action being taken to protect and preserve the ecosystem.
2. Methodology
2.1. Participants
The sample was 102 students, aging from 18 to 25. These students come from a wide range of
universities within Danang city as mentioned below:
- 42 participants were from University of Economics – the University of Danang (DUE)
- 40 participants were from University of Foreign Language Studies – the University of Danang
(UFL)
- 10 participants were from University of Science and Technology – the University of Danang (DUT)
- 4 participants were from Duy Tan University (DTU)
- 3 participants were from Financing and Promoting Technology Education University (FPT)
- 3 participants were from Da Nang University of Medical Technology and Pharmacy (DUMTP)
2.2. Data collection
A total of 102 student responses were collected via an online questionnaire (Google Form). The
respondents were randomly selected and their participation was voluntary with guaranteed privacy.
Each of the students took a maximum of 10 minutes to complete the questionnaire. The data was
collected in a six-day period from July 1st to July 7th, 2022. At the beginning, a total of 48 students were
invited to take part in this study. Invitation letters were sent to these students via email and message, and
they were given four days to respond. Out of the 48 invited students, 47 responses were received. In

8. 7
addition, the questionnaire was made to specifically focus on students’ knowledge, perceptions and
actions towards environmental preservation and protection. After receiving all the answers, Microsoft
Excel was used to statistically analyze these responses and visualize them in graphs and charts.
3. Findings
3.1. Results
3.1.1. Demography of respondents
From Figure 1 and Figure 2, of the students examined, it is clear that half were female.
Additionally, the majority of the students were born in 2003 (47.1%).
Figure 1. Gender of participants Figure 2. Year of birth of participants
3.1.2. Responses of the participants
From Figure 3 and Figure 4, there is nearly half of the students who disagrees to strongly
disagrees that our living environment was in a good statement, while less than one-third of whom agrees
to strongly agrees, and the rest is undecided. In addition, the highest rate in how frequent students
discuss about environment at home and/or at school is seen at ‘sometimes’ section (37.3%), followed by
20.6% at ‘always’ one. The three sections left (‘never’, ‘occasionally’ and ‘usually’) are not more than
17.0% each.
50.0%
50.0%
Male Female
47.1%
16.7%
19.6%
9.8%
2.9%
1.0% 2.9%
2003 2002 2001 2000 1998 1997 2004

9. 8
Figure 3. Level of agreement of the students about if our environment is in a good statement.
Figure 4. Frequency of discussing about environment at home and/or at school among the students
As can be seen in Figure 5, most of the pollution problems are attractive to the students. The
highest rates are seen in keeping the environment clean (79.4%), animals protection (74.5%) and water
source protection and preservation (73.5%). In addition, some other pollution issues which also interests
students are global warming prevention (67.6%), afforestation, protection and preservation of forests
(63.7%), reducing the use of electronic devices (60.8%) and erosion prevention (51.0%). Another
interesting point is that there was one student who added ‘Plastic Waste’ to be a new issue attracting him
or her the most.
27.5%
18.6%
24.5%
11.8%
17.6%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
Strongly Disagree Disagree Undecided Agree Strongly Agree
Do you think the environment is in a good
statement?
12.7% 12.7%
37.3%
16.7%
20.6%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
Never Occasionally Sometimes Usually Always
How often do you discuss about environmental
issues at home or at school?

10. 9
Figure 5. Environmental issues drawing the students' attention.
From Figure 6, the environmental problems worth taking care of most are air pollution (80.4%),
followed by global warming (70.6%). Furthermore, water pollution (63.7%), perforation of the ozone
layer (55.9%) and radiation (48.0%) are considered high rates. Besides, one student added that noise
pollution has been the most significant issue currently.
Figure 6. What environmental issues that is worth carrying about currently.
As shown in Figure 7, overall, all four recommendations about the most suitable solution to solve
the mentioned environmental problems individually are more than 50.0%, with the highest rate showing
at ‘Raising public awareness’ at 83.3%.
74.5%
63.7%
79.4%
73.5%
67.6%
60.8%
51.0%
1.0%
Animals protection
Afforestation, protection and preservation of forests
Keeping the environment clean
Protection and preservation of water sources
Global warming prevention
Reducing the use of electronic devices
Erosion prevention
Plastic waste
Environmental problem that interests you
80.4%
63.7%
70.6%
48.0%
55.9%
1.0%
Air pollution
Water pollution
Global warming
Radiation
Perforation of the ozone layer
Noise pollution
In your opinion, what environmental issues are the most
important currently?

11. 10
Figure 7. The most reasonable solutions according to the students.
From Table 1, there is the highest figure of the students whose strong agreement on the 13th item
(It makes me happy to see people trying to save energy) and the lowest figures of those whose strong
disagreement on the 5th (I turn off the water in the sink while I brush my teeth to conserve water), the 7th
(I ask my parents to recycle some of the things we use), the 9th (It frightens me to think of people's
carelessness about the environment), the 11th (It makes me happy when people recycle used bottles,
cans, and paper) and the 18th item (It upsets me when I see people use too much water). Another highly
noticed point is that although the proportion of students who strongly disagreed with the 14th item (I am
not worried about environmental problem) is the highest rate (34.5%), that of students who strongly
agreed rates the second highest. (27.5%)
Table 1. Level of agreement on statements relative to environmental awareness.
Items
Strongly
Disagree
(%)
Disagree
(%)
Undecided
(%)
Agree
(%)
Strongly
Agree
(%)
1. I would like to stop buying products testing
on animals’ lives.
2.9 6.9 19.6 20.6 50.0
2. To save energy, I would be willing to use
dimmer lights.
3.9 7.8 26.5 24.5 37.3
69.9%
61.8%
57.8%
83.3%
Not littering the environment
Keeping the environment clean
Afforestation
Raising public awareness
In your opinion, what could be done to solve the
environment issues individually?

12. 11
3. I would go from house to house to increase
environmental consciousness.
2.0 6.9 29.4 25.5 36.3
4. I would like to write letters asking people
to help reduce pollution.
1.0 9.8 20.6 31.4 37.3
5. I turn off the water in the sink while I brush
my teeth to conserve water.
0.0 2.9 19.6 25.5 52.0
6. To save energy, I turn off lights at home
when they are not in use.
1.0 2.9 18.6 28.4 49.0
7. I ask my parents to recycle some of the
things we use.
0.0 4.9 24.5 23.5 47.1
8. I separate things at home for recycling. 1.0 7.8 24.5 29.4 37.3
9. It frightens me to think of people's
carelessness about the environment.
0.0 2.9 19.6 25.5 52.0
10.I get angry with polluters damaging the
environment.
1.0 10.8 15.7 28.4 44.1
11.It makes me happy when people recycle
used bottles, cans, and paper.
0.0 2.9 20.6 24.5 52.0
12. I get angry when I think about companies
testing products on animals.
3.9 8.8 16.7 21.6 49.0
13. It makes me happy to see people trying to
save energy.
1.0 6.9 14.7 24.5 52.9
14. I am not worried about environmental
problem.
34.3 11.8 16.7 9.8 27.5
15. I get upset when I see people throw away
things that could be recycled.
2.9 6.9 25.5 24.5 40.2
16. It makes me sad to see houses being built
where animal lives.
5.9 5.9 22.5 29.4 37.3
17. It worries me to see how much energy is
wasted.
1.0 7.8 22.5 25.5 43.1
18. It upsets me when I see people use too
much water.
0.0 8.8 19.6 21.6 50.0

13. 12
3.2. Discussion
Environmental education plays an important role in the development of environmental
awareness, the development of children's love of nature, and the transformation of environmental
consciousness into long-term habits and a way of life (Genc & Genc, 2013). In this study, it is shown that
the students generally have good environmental awareness since they are interested in such important
pollution as global warming, water pollution and air pollution. Furthermore, the respondents seem to
have quite a positive environmental attitude since they confessed that it makes them happy to see people
save energy (13th item) and recycle used bottles, cans, and papers (11th item), and it upsets them when
they see people use too much water (18th item) and show carelessness towards the environment (9th
item). Besides, they take action on some practical activities like turning off the sink when brushing teeth
(5th item) and asking parents to recycle reusable items (7th item). Unfortunately, the students’ awareness
still needs to be improved since the rate of students who strongly agreed on the 14th item (I am not
worried about the environment problem) is still considerably high (27.5%). Therefore, the results
demonstrate that Danang university students in general have good environmental knowledge and
comprehension. Unfortunately, there was a weak association between students' environmental
knowledge and practice. As can be seen, these results are quite similar to the survey of Ahmad (2015),
researching on a group of people aged 19-34 in Malaysia, and the survey of Özdemir (2016), researching
on secondary school students. This implies that even pupils with a high degree of understanding may not
always behave in an environmentally responsible manner. Creech (1999) found that young people are
aware of the issue, but they are unsure of how to make it "personal" or how to handle it. Moreover,
Karadag concluded in his survey that it seemed like female students had a more positive attitude towards
the environment than male students. However, in this survey, this could not be assumed because of its
unclearness. Additionally, Shi (2021) stated in her study that people have less environmentally
concerned perceptions over time, which is not proved in this survey since my subjects are aging from 18
to 25.
There are some interesting points in the present study is that a significant relationship was
determined between the answers of the students and having talks about environment in their family and
school. This illustrates that students who have environmental education in the family and school have
better concerns and attitudes towards the environment. As DECD (2012) stated, environmental
education should start at home, where parents may model sustainable behavior for their children and
educate them to appreciate the environment (DECD, 2012). Moreover, as part of the school process,

14. 13
students should also be taught environmental awareness and the skills they need to preserve the
environment at schools and colleges (Dawe, 2005; Foo, 2013).
4. Conclusion
Specifically, this study investigated Danang’s students’ awareness of environmental protection.
Overall, it was found that the participating students generally had a good view of the environmental
issues. However, not all of them actually take action to protect the environment and reduce pollution.
There are more methods to raise environmental awareness among students than simply learning
about environmental protection or responsibilities (Özdemir, 2016). Based on the results of the study,
some suggestions were made to develop environmental awareness among students:
- Students should be provided with environmental education by their community, families, school,
and government about how to prevent environmental pollution, improve environmental
responsibility, use natural resources carefully, etc.
- Students should be encouraged to try their best to help develop society by guiding them to solve
environmental issues.
- Students should take part in extra classes or out-of-class activities for soft skills development,
which help the environment better.
- To be models for the students to take up, parents, teachers, and adults in the neighborhood should
start doing environmental protection from the smallest activities such as stopping dumping trash
into the environment, saving water from household chores, etc.
- From the very beginning of their children's lives, parents and teachers should work to install in
them knowledge of the environment and good, healthy attitude toward it.
- There is an urgent need to organize and conduct educational programs in schools.
Students who are constantly encouraged to engage in these activities with the help of their
parents and school will understand how to safeguard the environment and apply what they have learned
to their own life (Özdemir, 2016).
References
Ahmad, J. et al (2015) ‘Investigating Students’ Environmental Knowledge, Attitude, Practice and
Communication’, Asian Social Science, Canadian Center of Science and Education, 11(6),
doi:10.5539/ass.v11n16p284.

15. 14
Creech, H. et al (1999) A youth strategy for public outreach on climate change Winnipeg Manitoba. Canada:
IISD Business Trust.
Danang City Web Portal (2020). Available at: https://danang.gov.vn/web/guest/gop-y-do-an/chi-
tiet?id=2943&_c=94677470#:~:text=Nh%C6%B0%20%C4%91%C3%A3%20ph%C3%A2n%20t%C3
%ADch%2C%20%C4%91%C3%A1nh,c%C5%A9ng%20do%20ch%C6%B0a%20ki%E1%BB%83m%
20so%C3%A1t (Accessed: 15 July 2022).
Dawe, G., Jucker, R., & Martin, S. (2005). Sustainable development in higher education: Current practice and
future developments. UK: The Higher Education Academy.
DECD. (2012). Sustainable practices. Australia: Government of South Australia.
Foo, Y. (2013). ‘A vision on the role of environmental higher education contributing to the sustainable
development in Malaysia’, Journal of cleaner production, 61, pp. 6-12.
Genc, M., Genc, T. (2013). ‘The investigation of candidate teachers’ attitudes towards environment’, Asian
Journal of Instruction, 1, pp. 9-19.
Karadag, G. et al (2022) ‘Middle School Students’ Attitudes towards the Environment and Factors
Affecting their Attitudes’, International Journal of Caring Sciences, 15(1).
Nguyen, T (2021) ‘Chung tay bảo vệ môi trường là trách nhiệm cộng đồng’, Trang thông tin điện tử Xã
Cam Thành Nam. Available at: https://bom.so/vJ25a9 (Accessed: 16 July 2022).
Osman, M. (2021) ‘Younger Generations – The Seeds to A Fruitful Future’, Global solutions – The world
policy forum, pp. 1-2.
Özdemir, M. (2016) ‘Raising environmental awareness among secondary school students: A case study in
Erbil’, ZANCO Journal of Pure and Applied Sciences, The official scientific journal of Salahaddin
University-Erbil, 28(5), pp.152-162.
Pavliukh, L. (2005) ‘Environmental Awareness of University Students’, National Aviation University, pp.
77-79.
Le, P. (2022) ‘Thực Trạng Môi Trường Hiện Nay Trên Thế Giới Đang Ở Mức Báo Động’, Điện máy VCC.
Available at: https://vvc.vn/moi-truong-hien-nay-1657439288/ (Accessed: 17 July 2022).
Phung, C. and Ngo, C. (2010) ‘A study on the design of a model for initial sorting of rubbish at schools in
Danang City’, Tạp chí Khoa học và Công nghệ - Đại học Đà Nẵng, 5(40), pp. 39-45.

16. 15
Shi, J. (2021) ‘On the Behavioral Response to Environment Protection’, Do as you believe, 1-55.
Tap chi Moi Truong (2016). Available at: http://tapchimoitruong.vn/chuyen-muc-3/Th%E1%BB%B1c-
tr%E1%BA%A1ng-m%C3%B4i-tr%C6%B0%E1%BB%9Dng--Nh%E1%BB%AFng-con-
s%E1%BB%91-g%C3%A2y-s%E1%BB%91c-15041 (Accessed: 15 July 2022).
Tran, H. (2017) ‘An Ninh Về Môi Trường Ở Việt Nam Hiện Nay’, Học viện Chính trị Công an Nhân dân, pp.
95-100.
Tran, T. (2021) Trang thông tin điện tử Hội đồng Lý luận Trung ương. Available at:
http://hdll.vn/vi/nghien-cuu---trao-doi/mot-so-van-de-ve-moi-truong-o-viet-nam-hien-nay--thuc-
trang-va-giai-phap.html (Accessed: 12 July 2022).
Appendices
PHIẾU KHẢO SÁT SINH VIÊN VỀ VẤN ĐỀ BẢO VỆ MÔI TRƯỜNG
I. Thông tin của cá nhân tham gia khảo sát
Năm sinh: Giới tính:  Nam  Nữ
Trường: Lớp:
II. Phần câu hỏi
Câu hỏi 1: Bạn có đồng ý rằng môi trường sống của chúng ta đang trong trạng thái tốt?
Rất không đồng ý      Rất đồng ý
Câu hỏi 2: Bạn có thường xuyên bàn luận về các vấn đề môi trường tại nhà hoặc/và tại trường lớp?
Không bao giờ      Luôn luôn
Câu hỏi 3: Các vấn đề môi trường bạn quan tâm là:
 Bảo vệ động vật
 Trồng rừng, bảo vệ rừng và giữ gìn rừng
 Giữ môi trường sạch sẽ
 Bảo vệ và giữ gìn nguồn nước

17. 16
 Ngăn chặn sự nóng lên toàn cầu
 Giảm thiểu sự lạm dụng các thiết bị điện tử
 Ngăn chặn sói mòn đất
 Khác:
Câu hỏi 4: Theo bạn, đâu là vấn đề môi trường đáng được quan tâm nhất hiện nay?
 Ô nhiễm không khí
 Ô nhiễm nguồn nước
 Sự nóng lên toàn cầu
 Nhiễm chất phóng xạ
 Thủng tầng ô-zôn
 Khác:
Câu hỏi 5: Bạn nghĩ cá nhân từng người có thể làm gì để giải quyết các vấn đề môi trường?
 Không xả rác bừa bãi
 Giữ môi trường trong sạch
 Trồng rừng
 Nâng cao dân trí
 Khác:
III. Phần khảo sát hành vi
Bạn hãy trả lời những câu hỏi dưới đây bằng cách chấm điểm theo thang điểm từ 1 (thấp nhất) đến 5 (cao
nhất) tương ứng với mức độ đồng ý của bạn nhé.

18. 17
Rất
không
đồng
ý
Không
đồng
ý
Bình
thường
Đồng
ý
Rất
đồng
ý
1. Bạn sẽ ngừng mua những sản phẩm thử nghiệm
trên động vật.
    
2. Để tiết kiệm năng lượng và tài nguyên, bạn sẵn
sàng sử dụng những ánh đèn mờ hơn.
    
3. Bạn sẵn sàng đi từng nhà để tuyên truyền về bảo
vệ môi trường.
    
4. Bạn sẵn sàng viết thư/email gửi cho mọi người để
yêu cầu sự giúp đỡ về việc giảm thiểu sự ô nhiễm
môi trường.
    
5. Bạn có tắt nước khi không cần sử dụng vào những
lúc đánh răng, rửa chén, … để giữ gìn, tiết kiệm
nguồn nước.
    
6. Để tiết kiệm năng lượng, bạn có tắt đèn ở nhà khi
không cần đến chúng.
    
7. Bạn có đề xuất với bố mẹ tái sử dụng những vật
dụng hàng ngày có thể tái sử dụng.
    
8. Bạn có phân chia vật dụng để có thể tái sử dụng
chúng.
    
9. Bạn có cảm thấy đáng lo ngại khi những người
khác vô tâm với môi trường.
    

19. 18
Cảm ơn bạn đã tham gia khảo sát. Chúc bạn một ngày tốt lành.
10. Bạn có cảm thấy tức giận khi thấy những cá nhân,
tổ chức làm ô nhiễm môi trường.
    
11. Bạn có cảm thấy vui mừng khi mọi người tái sử
dụng chai, lon, giấy, …
    
12. Bạn có cảm thấy tức giận khi các tổ chức đang thử
nghiệm các sản phẩm lên động vật.
    
13. Bạn có cảm thấy vui mừng khi thấy mọi người
đang cố gắng tiết kiệm năng lượng.
    
14. Bạn không quan tâm về những vấn đề về môi
trường.
    
15. Bạn có cảm thấy không hài lòng khi thấy những
người khác vứt đi những món đồ có thể tái sử
dụng.
    
16. Bạn có cảm thấy buồn khi thấy những tòa nhà
đang được xây tại nơi từng có động vật sinh sống.
    
17. Bạn có cảm thấy đáng lo ngại khi thấy những năng
lượng đang bị phí phạm.
    
18. Bạn có cảm thấy không hài lòng khi thấy mọi
người sử dụng quá nhiều nước dù không cần thiết.
    