| dc.description.abstract | The purpose of this study was to investigate the environmental literacy and willingness among construction workers to learn and further explore the differences between the environmental literacy and willingness to learn. A questionnaire titled “Questionnaire on construction workers’ environmental literacy and willingness to learn environmental education” was administered, and 514 valid responses were collected. Using convenience sampling, 122 construction workers were selected to take an environmental education course. Data were analyzed on IBM SPSS Statistics 20 using methods including descriptive statistics, independent sample t-test, one-way ANOVA, and Pearson product-moment correlation. Conclusions derived from the analysis results were as follows:
1. In the aspect of environmental literacy, the construction workers agreed with the ideas and goal of environmental protection but had insufficient actions for environmental protection. In willingness to learn, they showed a stronger willingness to acquire knowledge about energy saving and carbon reduction but little willingness to take part in promotion of environmental education.
2. The construction workers’ environmental literacy and willingness to learn did not vary significantly by demographic variables. Their willingness to learn was positively related to gender, status of having a kid, age, average personal income, and tasks.
3. The construction workers’ willingness to learn was not significantly affected by their environmental literacy.
4. After taking the environmental education course, the construction workers showed no significant difference in environmental literacy but a significant improvement in willingness to learn, indicating that the environmental education course had a positive effect on their willingness to learn.
5. After taking the environmental education course, the construction workers showed a significant difference in willingness to learn environmental education, particularly the education in which labor workers are required to participate as mandated by Environmental Education Act, suggesting that the environmental education course had a positive effect on their willingness to learn.
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