Ecosystem Services Knowledge and Conservation Attitudes of Senior High School Students

Understanding students’ knowledge of forest ecosystem services (FES) and their conservation attitudes is crucial for fostering sustainable environmental stewardship. This study examined high school students’ knowledge of FES, their conservation attitudes, and the predictors influencing these attitudes in the Northern Region of Ghana. A total of 350 first-year students from seven randomly selected Senior High Schools—spanning Categories A, B, and C—were surveyed using structured questionnaires. Results indicate a high level of awareness, with 81% of students correctly identifying FES functions. On average, 92% of students understood the provisioning services of ecosystems, followed by 82%, 73%, and 72% for supporting, regulating, and cultural services, respectively. Students exhibited positive conservation attitudes, strongly supporting conservation education ( M = 4.32, SD = 1.17) and sustainable farming regulations ( M = 4.12, SD = 1.13). Students opposed resource extraction from protected areas ( M = 2.18, SD = 1.42) and wildlife exploitation for poverty alleviation ( M = 2.24, SD = 1.39), reflecting a preference for strict conservation measures. A multiple regression analysis ( R ² = 0.460, P < 0.001) identified ecocentrism as the strongest predictor of conservation attitudes ( B = 0.52, β = 0.56, P < 0.001). The findings underscore the need for enhanced environmental education curricula that integrate ecosystem interdependencies, cultural services, and sustainability principles. Addressing knowledge gaps and fostering deep ecological consciousness through targeted interventions can further strengthen students’ role in future conservation efforts. The study highlights the need to strengthen environmental education by integrating FES and ecocentric values into school curricula to foster deeper ecological consciousness and sustainable behavior among students. Such interventions can advance progress toward SDGs 4 (Quality Education), 13 (Climate Action), and 15 (Life on Land) by nurturing environmentally responsible future citizens and promoting long-term conservation stewardship.