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This study investigates the influence of science knowledge on environmental responsibility among Bachelor of Secondary Education (BSEd–Science) students, aiming to bridge the gap between theoretical knowledge and practical application in environmental stewardship. It employs various theoretical frameworks, including Constructivist Theory and the Knowledge–Attitude–Behavior (KAB) Model, to explore how scientific understanding translates into responsible environmental actions. The findings are expected to pro

Author

gluke023

Language

EN