Knowledge of green buildings and environmental worldview among interior design students

Table 1: Revised new environmental paradigm (NEP) items (Dunlap et al., 2000)

NEP Facets	Scale Items
The reality of limits to growth	1.We are approaching the limit of the number of people the earth can support
	6. The earth has plenty of natural resources if we only learn how to develop them
	11. The earth is like a spaceship with very limited room and resources
Antianthropocentrism	2. Humans have the right to modify the natural environment to suit their needs
	7. Plants and animals have as much right as humans to exist.
	12. Humans were meant to rule the rest of nature.
The fragility of nature’s balance	3.When humans interfere with nature, it often produces disastrous consequences
	8. The balance of nature is strong enough to cope with the impact of modern industrial nations
	13. The balance of nature is very delicate and easily upset
Rejection of exemptionalism	4. Human ingenuity will insure that we do NOT make the earth unlivable
	9. Despite our special abilities, humans are still subject to the laws of nature
	14. Humans will eventually learn enough about how nature works to be able to control it.
The possibility of an ecological crisis	5. Humans are severely abusing the environment
	10. The so-called ecological crisis facing humankind has been exaggerated
	15. If things continue on their present course, we will soon experience a major ecological catastrophe

Table 2: Participants’ gender profile (%)

Gender	Percent (%)
Female	55
Male	45
Total	100

Table 3: Participants’ age profile (%)

Age	Percent (%)
16~25	92
26~40	8
41~55	-
Total	100

Table 4: Participants’ nationality profile (%)

Nationality	Percent (%)
TRNC	1
TR	96
Foreign	3
Total	100

Table 5: Participants’ Duration in University (%)

Duration	Percent (%)
1 year	18
2 years	24
3 years	16
4 years	28
4+ years	14
Total	100

Table 6: User survey’s characteristics

Basic Components	Indicator
Environmental awareness and concern	Awareness and knowledge about ecological construction and design.
Environmental attitudes	Ecocentric and anthropocentric attitudes.
Environmental behaviors	Environmental behaviors about several categories such as energy saving, water conservation, waste management.
Socio-demographic data	Age, gender, nationality etc.

Table 7: Participants’ responses to the item ‘Have you taken any course on sustainability throughout your undergraduate education’ (%)

A1	Frequency	Percent (%)
Yes	70	70
No	30	30
Total	100	100

Table 8: Participants’ responses to the items about knowledge and perception regarding sustainability as a concept, green buildings and sustainable building material and construction (%)

Items about knowledge and perception regarding sustainability and green buildings	Strongly Disagree (%)	Disagree (%)	Unsure (%)	Agree (%)	Strongly Agree (%)
A2. I have adequate knowledge about the concept of sustainability	5%	16%	25%	31%	23%
A3. I am aware of the significance of sustainable design and construction within the architectural field	7%	8%	20%	33%	32%
A4. I have adequate knowledge about the characteristics of buildings which are certified as green	13%	15%	20%	33%	19%
A5. I believe that buildings certified as green must be more widespread within the construction sector	8%	10%	22%	16%	44%
A6. I will give privileged for using sustainable building materials and construction techniques within my professional life	5%	5%	23%	28%	39%

Table 9: Participants’ responses to the NEP scale items

	S. Disagree (%)	Disagree (%)	Unsure (%)	Agree (%)	S. Agree (%)	Mean Score
B1	4%	10%	20%	26%	40%	3,88
B2	28%	21%	12%	20%	19%	3,19
B3	3%	9%	21%	17%	50%	4,02
B4	14%	19%	21%	15%	31%	2,7
B5	1%	5%	8%	24%	62%	4,41
B6	0%	1%	5%	19%	74%	1,31
B7	1%	2%	4%	12%	81%	4,7
B8	12%	18%	26%	16%	28%	2,7
B9	4%	5%	23%	25%	43%	3,98
B10	19%	23%	30%	16%	12%	3,21
B11	11%	16%	28%	27%	18%	3,25
B12	38%	18%	16%	19%	9%	3,57
B13	11%	11%	13%	27%	38%	3,7
B14	8%	10%	26%	28%	28%	2,42
B15	1%	6%	13%	20%	60%	4,32

Table 10: Respondents’ mean scores on NEP facets

	Mean Score
The Reality of Limits to Growth	2,81
Item 1	3,88
Item 6	1,31
Item 11	3,25
Antianthropocentrism	3,82
Item 2	3,19
Item 7	4,70
Item 12	3,57
The Fragility of Nature's Balance	3,47
Item 3	4,02
Item 8	2,70
Item 13	3,70
Rejection of Exemptionalism	3,03
Item 4	2,70
Item 9	3,98
Item 14	2,42
The Possibility of an Ecological Crisis	3,98
Item 5	4,41
Item 10	3,21
Item 15	4,32

Table 11: Participants’ responses about ‘environmental behaviour’ items

Environmental Behavior Items	Always	Usually	Sometimes	Rarely	Never
C1. I used papers double-sided as much as possible	15%	18%	26%	15%	26%
C2. I switch lights off in unused rooms	34%	19%	16%	13%	18%
C3. I prefer not to use plastic products	24%	16%	29%	10%	21%
C4. I support environmental campaigns and attend to the environmental activities	22%	16%	17%	22%	23%
C5. Instead of using car, I prefer to use public transportation	11%	14%	17%	18%	40%
C6. I prefer to buy local products and food instead of export ones	26%	27%	22%	11%	14%

Table 12: Respondents’ responses about second survey’s items

	S. Disagree (%)	Disagree (%)	Unsure (%)	Agree (%)	S. Agree (%)
2A. My lectures’ content includes environmental topics (ecological design, global warming, recycling, etc.)	%0	%20	%0	%60	%20
2B. I am sufficiently informed about the global environmental problems and the solutions to these problems	%0	%10	%10	%60	%20
2C. I am sufficiently informed about local environmental problems in my country and the solutions to these problems	%20	%10	%10	%50	%10