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Ecological Responsibility and the Action Gap Among College Students Anchored on the Laudato Si’ Framework

Submitted: January 29, 2026 | Published: June 30, 2026
DOI: https://doi.org/10.63130/hijcre.v3i1.228

Authors

Keywords:

Ecological Responsibility, Environmental Education, Environmental Engagement, Integral Ecology, Laudato Si’

Abstract

Environmental care has become urgent as ecological challenges increasingly affect human life and sustainability. Understanding how students relate to this responsibility provides insight into strengthening ecological awareness, values, and action within educational and moral frameworks inspired by Laudato Si’, a papal encyclical that promotes integral ecology and emphasizes care for creation. Student perspectives were gathered through a researcher-developed questionnaire administered both online and in print to 2,376 college students. The resulting responses were organized and examined using descriptive statistics to outline prevailing patterns in how students understand and engage with care for the environment within an integral ecological perspective. The findings indicate that students demonstrate generally low ecological responsibility, with stronger development in ethical awareness and environmental concern than in concrete action and lifestyle practice. While moral sensitivity toward ecological issues is present, this awareness is not consistently reflected in daily behaviors, spiritual engagement, or sustained participation in environmental initiatives. The results reveal a clear gap between what students recognize as important and how they act in practice, suggesting that ecological responsibility remains unevenly developed across attitudes, values, and personal commitment. These findings highlight the need for more integrated and action-oriented approaches to environmental formation that connect ethical reflection with lived practice. For religious educators and catechists, the results provide empirical insight into the challenges of translating ecological teaching into everyday life, emphasizing the importance of faith-based educational approaches that nurture moral responsibility, encourage practical engagement, and integrate care for creation as a lived dimension of faith and community life.

About the Author/s

Fremativo A. Vergara

Fremativo A. Vergara is a seminarian and student at San Isidro College–Bukidnon, affiliated with the School of Arts and Sciences. His academic involvement includes collaborative research on mental health, philosophy, and student well-being, contributing to student-focused inquiries that explore well-being, awareness, and contemporary social issues.

 

Dr. Evan P. Taja-on

Dr. Evan P. Taja-on is a licensed professional teacher, certified mental health advocate, and has published research. He is a faculty member at San Isidro College–Bukidnon, affiliated with the School of Education, and a researcher whose interests include educational psychology, spirituality, and mental health. His work integrates teaching, research, and advocacy to foster student learning and well-being across diverse educational contexts.

 

References

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Published

06/30/2026

How to Cite

Vergara, F., & Taja-on, E. (2026). Ecological Responsibility and the Action Gap Among College Students Anchored on the Laudato Si’ Framework. Hitik: International Journal of Catechists and Religious Educators, 3(1), 91-105. https://doi.org/10.63130/hijcre.v3i1.228

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