What is it about?

Research results indicate that profile of university education has no significant influence on the development of this type of intelligence. This means that studying natural sciences in the countries of Central and Eastern Europe does not imply the promotion and stimulation of holistic thinking, environmental values or species egalitarianism among students. In other words, the educational process does not utilise the potential of young people which could be used to improve the state of the natural environment.

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Why is it important?

Two hypotheses stating that respondents from Poland, Slovakia and Czech Republic have higher levels of environmental intelligence than university students from the Ukraine, and those studying natural sciences have higher levels of environmental intelligence than students of the humanities or social sciences were verified.


The important consequence of this state of affairs could be poor decision-making and insufficient action in terms of environmental development and protection, not only from engineers, but from local and state politicians. To prevent this scenario coming true, more effective actions should be taken aimed at improving the state of the natural environment and thus the quality of human life in Central and Eastern Europe. The best way to achieve this is to immediately reorient the system of higher education in Central and Eastern European countries, especially in terms of natural sciences so it promotes the development of environmental intelligence in young people.

PhD Karolina Cynk

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This page is a summary of: Level of environmental intelligence among university students from selected countries of Central and Eastern Europe, Civil Engineering and Environmental Systems, April 2017, Taylor & Francis,
DOI: 10.1080/10286608.2017.1325879.
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