The Conceptual Framework of Environmental Citizenship among Secondary School Students in Light of Saudi Arabia's Vision 2030 10.35781/1637-000-143-006

Abstract

Abstract Objective: This study aimed to construct a conceptual framework for environmental citizenship among secondary school students in the Kingdom of Saudi Arabia, elucidate the Kingdom's efforts to activate it through an analysis of previous research, and propose mechanisms for its implementation in secondary education in alignment with the objectives of Vision 2030. Methodology: The research adopted the descriptive-analytical approach by conducting a systematic content analysis of (11) relevant peer-reviewed previous studies, published between 2017 and 2023, using a content analysis tool whose validity and reliability were verified. Key Findings: 1. The conceptual framework for environmental citizenship is rooted in four main dimensions: environmental responsibility, environmental participation, environmental justice, and environmental rights. 2. The analyzed studies revealed a general weakness in the level of environmental awareness and practices among secondary school students, with a notable deficiency in the practical aspect and active participation in environmental activities. 3. The analysis highlighted a gap between the current educational reality and the targets of Vision 2030, manifested in the weak integration of sustainability concepts into curricula, limited teacher training programs, and a scarcity of practical initiatives. 4. The results confirmed the alignment of the Kingdom's efforts (such as the Saudi Green Initiative and the National Environmental Strategy) with the conceptual dimensions of environmental citizenship, while identifying a need for their activation in the educational field. Keywords: Environmental Citizenship, Secondary Education, Vision 2030, Conceptual Framework, Environmental Sustainability, Content Analysis.