Coordinated School and Family Environmental Education Efforts for a Generation of Eco-surplus Culture

Abstract Climate change is threatening humanity’s existence. Youth have the potential and capability to contribute to tackling climate change. The current study aims to examine how school and family environmental education can enhance environmental knowledge, willingness to act, and pro-environmental behaviours among children and young people. The Bayesian Mindsponge Framework (BMF) analytics was utilised on a nationally representative dataset of 2069 Vietnamese primary, secondary, and high school students. The analysis suggests that school- and family-based environmental education is beneficial for improving students’ environmental knowledge and willingness to take environmental action. Notably, the effect of school education is more substantial for cultivating environmental knowledge, whereas family education has a stronger impact on raising students’ willingness to act. Students with better environmental knowledge are more likely to engage in pro-environmental behaviours only when they are willing to act. If students are unwilling, higher environmental knowledge is negatively associated with pro-environmental behaviour. Building on these findings, we advocate for coordinated educational efforts between schools and families to strengthen students’ environmental knowledge, pro-environmental intentions, and behaviours. Furthermore, we emphasise the need for Vietnam’s education system to gradually shift away from didactic, top-down methods toward more experiential, interdisciplinary, and student-centred approaches that support transformative environmental learning and nurture an eco-surplus culture.