Iman Abdel-kader, Maher Hamoud, Nadeen Sabet, and Rodrigo Telles

Environmental degradation is one of the most pressing problems facing our society today (HDR 2007/2008). Overconsumption and the overexploitation of resources are, to some extent, necessary for maintaining the capitalist way of life (Hawken, 1999). Consumption has become both a cultural norm and the driving force of the economic production system. Furthermore, awareness of these issues is minimal, with people barely understanding the consequences of overproduction, consumption, and the disposal of non-essential goods. The preservation of resources for future generations, and safeguarding their inherent right to utilise natural resources, is another critical issue that demands attention.

To ensure future generations have the resources they need, there must be a change in our consumption habits. To achieve this, increasing environmental awareness is essential in clarifying the issues and fostering behavioural change, particularly among the younger generation. This is the primary objective of our project. We aim to spread environmental awareness among middle and high school students in one Egyptian school. By doing so, we hope to mobilise the younger generation and, potentially in the future, influence policy changes through their impact on their parents or their professional contributions as they grow older.

This project could serve as a model for the government to implement effective educational programmes targeting specific segments of the country’s society. Furthermore, this research can be utilised by NGOs or individuals interested in fostering social and environmental awareness within their communities or regions.

Theory

Despite some literature reviews suggesting that the poorer segments of the global population are responsible for environmental degradation (Clarke, 1993; Silva, 2003), other data confirm that developed countries bear the greatest responsibility for most environmental damage (HDR 2007/2008; Stern, Young and Druckman, 1992).

Even if wealthy nations are not the direct polluters or the hosts of the factories causing the degradation, they must still acknowledge their responsibility for the environmental and social harm caused. The demand for cheap products in developed countries drives transnational companies to export the negative externalities of economic production. Many companies offshore their production, transferring not only manufacturing but also the associated environmental and social consequences in the pursuit of the lowest possible price for consumer goods.

It is also important to recognise that the wealthy populations of developed countries cannot be generalised. The blame for overconsumption should not be distributed equally across all members of these societies. Significant inequalities exist within their populations, and the real responsibility lies with the uppermost segment of the population pyramid. This elite group makes decisions and sets consumption patterns through marketing, advertising, and government policies.

When this issue is contextualised within Egypt, and many other developing countries, a similar structure of inequality emerges. The wealthier segment of the population, along with international agencies run by the affluent populations of developed nations, determines what is considered appropriate for local contexts. Patterns of consumption, the prioritisation of environmental issues, socio-cultural protection, and the preservation of ecosystems are largely dictated by this wealthy minority, both domestically and internationally.

The decision to focus on this particular group for our study was informed by these factors. Private schools in Egypt are composed of students from the wealthiest classes in the country. These students will, in the future, hold the positions of responsibility that shape the nation’s trajectory. This is why this group is the target of our environmental awareness programme. By the time these students reach the age to make significant decisions affecting the environment, they will have the knowledge to choose wisely or at least to understand the consequences of their choices.

Educational experts assert that children should be taught how to think rather than what to think (Tilt, 1996). In Egypt, it is commonly accepted within the educational field that students are encouraged to memorise and repeat what they are taught, with little emphasis on critical thinking or individual analysis. Another goal of this project is to ignite the idea of environmental awareness without conditioning children to follow specific instructions or adopt predetermined thoughts. The exercise is designed to provide accurate and unbiased information to inspire and motivate children to engage actively with conservation issues, while refraining from dictating what they should think.

Methodology

We developed a strategy to build environmental awareness through various means, yet we encountered some constraints. First, in Egypt, there is a lack of primarily local educational material on environmental issues. Second, we faced financial limitations. To address these challenges, we considered several options, including the use of an educational video to illustrate the realities and flaws of the linear system driven by large corporations. Despite the financial constraints, we decided to produce our own video. Using graphs and ideas inspired by another video, we created a version tailored to the Egyptian context. We developed a script designed for the target audience and used a teenager to address the students. Fortunately, we found a young and talented presenter, whom we trained to perform in front of the camera and effectively convey the message.

The video focuses on the material economy, divided into five stages: extraction, production, distribution, consumption, and disposal. While these stages are commonly believed to represent a complete system, this is not entirely accurate. The video also highlights several hazardous materials found in everyday products, which are harmful and far from environmentally friendly.

The key issues addressed in the video include:

  • Extraction: The environmental consequences of nature’s destruction (Silva, 2003), people’s displacement (Clarke, 1993; UNFPA, 2001), and pollution (EPA, 2006).
  • Production: Topics such as human exploitation, capitalist slavery (Todd, 2006), and external costs.
  • Distribution: The global scheme for supplying consumable goods to developed countries without regard for the unsustainable practices involved.
  • Consumption: The mechanisms of a system that compels people to believe that social acceptance depends on the consumption of material goods (Slade, 2006).
  • Disposal: The limitations of an economic linear system operating on a finite planet (Hawken, 1999).

We screened the video for middle and high school students at a private school along the road to Ismailia. A total of 58 students, aged 14 to 17 and enrolled in grades 9 to 12 of the American High School curriculum, participated in the video session and subsequent survey. Our methodology involved two main steps: first, creating the video to enhance the students’ environmental awareness, and second, designing a questionnaire to evaluate the video’s impact. We administered the questionnaire both before and after the video screening and also collected reaction papers from students in the higher grades.

The responses to the questionnaires and reaction papers provided valuable insights into how students perceive global issues and the importance of the environment. We also provided a copy of the video to the school so instructors could replicate the experience and foster environmental awareness in future generations. By learning about environmental challenges as early as middle school, these students can develop the awareness needed to drive meaningful change. As they grow older and begin making decisions that affect the environment, they will be better equipped to make informed choices or, at the very least, understand the consequences of their actions.

In time, such efforts can bring about change, reducing local and global environmental issues. This can be achieved through increased awareness, the preservation of available resources, a reduction in consumption patterns, and the promotion of sustainable initiatives such as recycling (Young, 1994). It is also worth emphasising that environmental problems and sustainability are global concerns, not limited to Egypt. For example, global warming is a worldwide phenomenon that directly or indirectly affects everyone.

Results and Analysis

As mentioned earlier, we visited one of Egypt’s private schools and conducted surveys using questionnaires. A sample of 58 students participated in the survey, which comprised three parts. The first part involved administering the questionnaire before screening the video. The second part entailed asking the same set of questions to the same student sample one week after the video screening. The third part required students to write reaction papers based on the video.

Based on the questionnaire responses, we observed the following: before watching the video, 31 of the 58 students believed that poorer people cause more environmental problems than wealthier individuals. However, after watching the video, this number dropped to 13 students. Moreover, the majority of students (46 out of 58) initially recognised that people from poorer neighbourhoods suffer more from environmental problems than those in wealthier areas. After the video, this number increased to 50 students.

Additionally, the written reports and questionnaire results revealed that students are, in fact, willing to change their consumption patterns. Such changes could significantly benefit the country, as these students are the future leaders who could enact stricter laws for those wishing to invest in Egypt or influence policymakers and their communities. For example, they could help establish basic environmental frameworks for prospective investors—a concept referred to as “politicised economies.” Moreover, by becoming aware of the consequences of environmental problems, these students could contribute to policy changes and influence the mindset of their communities, supporting the principles of “Sustainable Development.”

After viewing the video, students gained a clearer understanding of the severity of the problem, as reflected in the changes in the questionnaire results. For instance, one student commented, “After watching this video, I will put into consideration many aspects, like how to act differently starting from simple daily activities to live in a better place.” Another stated, “I want to illustrate that we should start to be more cautious in terms of resources because we are starting to get to the point of having no resources for life, and we definitely can’t have another planet.”

Additionally, another student noted, “If we try controlling our desires and respect our planet, we could have a better life on earth.” Similarly, one remarked, “We really have to wake up and save our planet.” Finally, another student asserted, “All people need to watch this documentary to know the truth about the products they buy and to understand both their advantages and disadvantages so that they can use them correctly without being harmed in any way.”

These responses clearly demonstrate how students became more aware of the problem and began to propose thoughtful suggestions for a better life.

Conclusion

Based on the video and the students’ reactions, we found that most students were initially unaware of the importance and severity of the environmental situation. Additionally, due to the lack of educational material on the subject, students did not have a clear understanding of the issues. However, after watching the video, students demonstrated a clear interest and a willingness to change.

If this video were to be distributed among Egyptian schools, students would have a valuable opportunity to critically assess the situation, understand what is happening, and decide whether they are willing to change current patterns. Moreover, even if some students choose not to make changes, they would at least gain a deeper understanding of the issues at hand.

BIBLIOGRAPHY

Clarke, John I. Education, Population, Environment and Sustainable Development. Netherlands: Kluwer Academic Publishers, 1993.

Deaton, Angus. “Health, Inequality, and Economic Development.” American Economic Association. Massachusetts, 2003.

Hawken, Paul, Amory Lovins, and L. Hunter Lovins. Natural Capitalism. 1st ed. Little, Brown and Company, Back Bay Books, 1999.

Howarth, Richard B., and Richard B. Norgaard. “Environmental Valuation under Sustainable Development.” American Economic Association. Berkeley, CA, 1992.

Human Development Report, 2007/2008: Fighting Climate Change: Human Solidarity in a Divided World. New York: UNDP, 2008.

Marynowski, Susan B., and Susan K. Jacobson. “Ecosystem Management Education for Public Lands.” Allen Press,Florida, 1999.

Population Reports. “Population Education in the Schools.” Series M, no. 6 (March-April 1982): 61. Baltimore: Population Information Program, The Johns Hopkins University.

Silva, Eduardo. “Selling Sustainable Development and Shortchanging Social Ecology in Costa Rican Forest Policy.” Latin American Politics and Society 45, no. 3 (2003): 93–127.

Slade, Giles. Made to Break. Boston: Harvard University Press, 2006.

Stern, P.C., O.R. Young, and D. Druckman, eds. Global Environmental Change: Understanding the Human Dimensions. Washington, DC: National Academy Press, 1992.

Tabbarah, Riad B. “Population Education as a Component of Development Policy.” Population Council, New York, 1976.

Tilt, Whitney. “Moving Beyond the Past: A Grant-Maker’s Vision for Effective Environmental Education.” Wildlife Society Bulletin 24, no. 4 (Winter 1996): 621–26. Washington, DC: Allen Press.

Todd, Benjamin. “Congo, Coltan, Conflict.” The Heinz School Review 3, no. 1 (March 15, 2006).

UNESCO. Population Education: A Contemporary Concern. Educational Studies and Documents, no. 28. Paris: UNESCO, 1978.

UNESCO-UNEP. Environmental Education: Selected Activities of UNESCO-UNEP International Environmental Education Programme 1975-1990. Paris: UNESCO-UNEP, 1990.

UNFPA. The State of World Population 2001.

Wakefield, Julie. “Environmental Education: Teaching Sustainability.” Environmental Health Perspectives 111, no. 5 (2003).

Wilbrath, Lester W. Learning to Think Environmentally. Albany: State University of New York Press, 1996.

Young, John, and Aaron Sachs. The Next Efficiency Revolution: Creating a Sustainable Materials Economy.Worldwatch Institute, 1994.U.S. Environmental Protection Agency. “Toxics Release Inventory.” 2006. http://www.epa.gov/tri.