Page 2585
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
Promoting Green Technologies and Innovative Solutions for a
Sustainable Future in the Context of Higher Education
Fernan Peniero Tupas, Portia B. Sta. Ana
Northern Iloilo State University, Ajuy, Iloilo, Philippines
DOI:
https://dx.doi.org/10.51244/IJRSI.2025.1215PH000194
Received: 08 November 2025; Accepted: 13 November 2025; Published: 20 November 2025
ABSTRACT
This study investigated university students’ knowledge of green technology and explored their innovative
solutions for promoting sustainability. Employing a mixed methods design that combined a descriptive survey
and a case study, the research gathered both quantitative and qualitative insights. A researcher-developed
questionnaire, grounded in related literature and validated by five experts, was administered to 283 purposively
selected students enrolled in the Bachelor of Secondary Education, Bachelor of Science in Entrepreneurship,
Bachelor of Science in Criminology, and Bachelor of Science in Hotel Management programs. These students
were taking courses such as Research, Teaching of Science, Environmental Science, and Science, Technology,
and Society. Quantitative data were analyzed using percentages, means, and standard deviations, while
qualitative data underwent coding, thematic analysis, and triangulation. Findings revealed that most students
were only slightly familiar with green technology, except for the BS Entrepreneurship group, which reported a
moderate level of familiarity. Although respondents acknowledged the importance of adopting environmentally
friendly practices, their limited knowledge reflects the minimal availability and utilization of green technologies
in local contexts. Notably, the majority expressed strong agreement that higher education institutions have a
responsibility to integrate green technology and sustainability into teaching and campus practices. There was a
statistical difference in the level of familiarity among university students. The results highlighted innovative,
small-scale initiatives such as the use of recycled materials in instruction, signaling grassroots efforts toward
ecological awareness. The study underscores the need for universities to revisit curriculum frameworks,
strengthen institutional policies, and provide administrative support to enhance students’ competencies in green
technology. Embedding sustainability concepts in higher education is essential to equip future professionals with
the knowledge and skills necessary to address the escalating impacts of climate change and environmental
degradation.
Keywords: University Students, Awareness and Understanding, Facilities, Teaching Materials
INTRODUCTION
On April 11, 2022, northern Iloilo, Philippines, experienced the devastating impacts of Tropical Storm Agaton
(internationally known as Megi), which struck unexpectedly during the summer season. The disaster brought
torrential rains, landslides, and floods that claimed lives, displaced communities, and destroyed agricultural
products and infrastructures. This unusual weather phenomenon alarmed the local population, as March to June
is typically a dry season in the Philippines. Many residents attributed the severity of the disaster to unsustainable
human activities, including improper waste disposal, widespread deforestation, and the conversion of mountain
areas into corn plantations. These anthropogenic practices have long increased the vulnerability of the
environment, making floods and landslides recurring threats whenever heavy rainfall occurs.
In this context, green technology (GT) emerges as a pivotal innovation designed to mitigate environmental
impacts while fostering sustainability. However, while much has been written about global frameworks and
policy strategies, there is limited research that explores the knowledge, perceptions, and innovative responses of
students at the local level, particularly in Philippine higher education. University students represent future
Page 2586
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
professionals and leaders whose awareness and engagement with green technology are critical in advancing
climate action within their communities.
Novelty of the Study. This study contributes uniquely by linking local disaster experiences in northern Iloilo
with students’ knowledge and innovative solutions concerning green technology. While existing literature often
focuses on technological innovations or policy-driven climate initiatives, this research foregrounds the voices of
students from diverse disciplines—Education, Entrepreneurship, Criminology, and Hotel Management, who are
not typically represented in green technology studies. By examining how these learners conceptualize and
propose sustainable practices, the study highlights the grassroots potential of higher education institutions to
embed green technology and sustainability into their curriculum and practice. This local-global perspective not
only deepens our understanding of green technology awareness but also underscores the role of education in
bridging global climate frameworks with community resilience.
Green Technology, Green Tech, or GT refers to environmentally friendly technology that addresses problems
related to the ecosystem. There are vital areas in GT, such as Renewable Energy, Energy Efficiency, Waste
Management, Water Purification, and Sustainable Agriculture (Shruthi, 2014; Rose, 2024). Renewable energy
refers to technologies that combine wind, solar, hydro, and geothermal energy. Energy efficiency relates to
energy conservation innovation, such as LED lighting and advanced building materials that enhance insulation
and lower energy usage. Waste Management indicates a method for recycling, composting, and waste-to-energy
processes that reduce landfills and transfer waste into usable resources. Water Purification is a system that
safeguards clean drinking water and sustainable wastewater management via purification. Sustainable
agriculture is about organic, vertical, and precision agriculture that enhances food security while reducing
environmental impact (Rose, 2024). One study on the global analysis of green technology revealed that
government policies, economic incentives, and corporate sustainability goals are the key players in effectively
implementing this innovation and breakthroughs for a more sustainable future (Huaxin, 2029). Thus, green
practices and sustainable living balance the crisis we suffer from global warming.
Society today needs green
innovative technologies (GTI) and Internet of Things (IoT) technologies to foster green, durable, biodegradable,
and eco-friendly results for a sustainable future
(Bradu et al., 2023).
With all these trends to mitigate problems and issues of global warming, the education system plays a crucial
role in promoting and implementing GT. The role of education in sustainability is not just significant but
empowering. Many campuses of state Universities and Colleges (SUCs) are at the forefront of this effort, pushing
for a sustainable campus environment, as Visayas State University launched its Going Green Project (Bayron,
2024). Another campus is geared toward environmental policies and firmly committed to sustainability. The
campus acknowledges the obligation and pledge to protect the environment (Mariano Marcos State University,
2024). In Laguna and Quezon Provinces, another SUC spearheaded green initiatives (Laguna Polytechnic State
University, 2024). And many more tertiary institutions follow those who advocate a greener curriculum.
Northern Iloilo State University, as the lone higher education institution in the northern part of Iloilo, has a
crucial role in protecting the diverse ecological environment in the district. From mountainous resources to
crystal-evident marine biodiversity, northern Iloilo has a unique ecosystem that requires protection and
preservation for the next generation. Just like other SUCs in the country, NISU has participated in initiating
programs and related projects.
In addition, from the curriculum perspective, Green Technology Education 1 is a subject in the Bachelor of
Science in Social Work. The topic is environmental education, which focuses on increasing critical thinking,
problem-solving, and practical decision-making abilities. It teaches students to evaluate several sides of an
environmental issue to make informed and accountable decisions (Cotabato State University, 2024). To fully
achieve the concept of green technology and educate the necessary concepts and skills about GT, students play
a significant role in sustainable development. University students should be informed and trained about policies
and decision-making on protecting and preserving the ecosystem with the advent of technological advancement
(Sukumar, 2019). In NISU, specifically in Ajuy Campus, there is an organization related to the environment;
some of the projects are solid waste management programs, mangroves, and tree planting. Even the
Page 2587
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
administration advocates using environmentally friendly appliances. It encourages faculty and staff to turn off
appliances that are not in use and buildings with big windows to limit electricity use.
Figure 1 shows the conceptual framework of the study.
Figure 1. Conceptual Framework of the Study.
Main Objective
This research study aims to determine university students' knowledge about green technology and their
innovative solutions for sustainable results.
METHODS
This study used a descriptive survey mixed with interviews and observations. The research instrument is a 15item
researcher-made questionnaire validated by science experts. The questionnaire is divided into two categories:
the first is about personal knowledge of green technology, and the second is about the institution's
implementation of green technology. The presentation of the results is based on the category of choices. The
sampling method is purposive sampling because all the students taking up research in Bachelor of Secondary
Education, Environmental Science in Bachelor of Entrepreneurship and Bachelor of Criminology, and Science
Technology and Society of Bachelor of Hotel Management were given a survey questionnaire of Northern Iloilo
State University (NISU), Ajuy campus, Ajuy, Iloilo, Philippines (See Table 1).
Table 1. The Profile of the Respondents.
Category
Course
Frequency
Percentage (%)
23
8
17
6
152
54
Page 2588
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
91
32
283
100%
The researcher conducted this study during his class as part of his subjects' lessons. The statistics were frequency
count, percentage, mean, and standard deviation, and for inferential Kruskal-Wallis Test was employed. For the
qualitative part, the responses were coded, themed, and triangulated.
RESULTS AND DISCUSSION
Table 2 shows the university students' responses at NISU, Ajuy Campus, about their familiarity with Green
Technology.
Table 1. Responses of the selected University Students in NISU, Ajuy Campus, Iloilo, Philippines on the
Familiarity with GT.
Q1: How familiar are you with green technology?
Course
N
Mean
SD
Description
BSED
23
1.91
.10
Slightly Familiar
BSEntrep
17
3.23
1.25
Moderately Familiar
BSCrim
152
2.04
1.07
Slightly Familiar
BSHM
91
1.87
1.02
Slightly Familiar
Total
283
2.05
1.10
Slightly Familiar
The findings revealed that most students across programs reported being only “slightly familiar” with green
technology (GT), with the notable exception of Bachelor of Science in Entrepreneurship (BSEntrep) students,
who demonstrated a moderate level of familiarity. This suggests that exposure to GT concepts remains limited
within most disciplines, and knowledge acquisition may be incidental rather than systematically integrated into
the curriculum.
The relatively higher familiarity among BSEntrep students may be attributed to the nature of their academic
training, which often emphasizes innovation, enterprise, and sustainability in the context of business ventures.
Entrepreneurial education frequently introduces concepts such as eco-friendly products, sustainable business
models, and green enterprise development—areas where GT is increasingly applied. In contrast, programs such
as Education, Criminology, and Hotel Management appear to provide fewer structured opportunities for students
to engage with GT in ways that are directly relevant to their fields of study.
Gonzaga’s (2016) study on college students’ level of awareness of green technology revealed a moderate level
of awareness but a low level of program implementation. These findings suggest the need for a more holistic and
integrated approach to strengthen both understanding and practice, ensuring that the goals of green technology
are fully realized.
These findings highlight a critical implication: universities bear the responsibility of mainstreaming green
technology education across disciplines. The lack of familiarity among students suggests that current curricular
offerings and institutional initiatives may not sufficiently address sustainability and technological innovation as
cross-cutting concerns. This aligns with global perspectives that position higher education institutions as key
drivers in advancing the United Nations’ Sustainable Development Goal 13: Climate Action by equipping
Page 2589
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
students with the knowledge and skills necessary to respond to environmental challenges (UNESCO, 2021).
Moreover, the disparity among programs underscores the need for a more interdisciplinary approach to
sustainability education. Regardless of professional trajectory, students must develop competencies in GT to
contribute meaningfully to climate action in their respective fields. For example, future educators can model
sustainable practices in schools, criminology graduates can engage in policy enforcement related to
environmental protection, and hospitality professionals can advance eco-friendly tourism. Embedding GT into
diverse curricula would ensure that sustainability becomes a shared responsibility rather than a niche concern.
In sum, while the results reveal gaps in students’ knowledge of green technology, they also signal opportunities
for universities to revisit curriculum design, expand institutional initiatives, and strengthen sustainabilityoriented
pedagogy. Such efforts will not only enhance student familiarity with GT but also foster innovative, context-
based solutions that address both local and global environmental challenges.
It is essential to include Green Technology items in the curriculum of each study program so that students can
recognize how to use and innovate technologies that sustainably preserve the environment (Naustion & Febriani,
2028).
To make students fully aware of green technology, teachers must be the main instrument for effective
implementation. However, despite the interest of faculty in integrating GT into the curriculum and programs of
the institution because they are concerned about the happenings and situations of the earth, their commitment is
still low due to heavy loads and support from the institution and the collaboration into the industry must be
improved (Li et al., 2023).
Table 4 indicates the responses of the Northern Iloilo State University, Ajuy Campus, students on questions with
different categories.
Table 4. Responses of the Northern Iloilo State University, Ajuy Campus on Selected Questions related to Green
Technology
Q3: How likely are you to invest in green technology?
Course
Not
Likely at all
Slightly
Likely
Moderately
Likely
Very Likely
Extremely
Likely
Total
BSEd
4
4
9
3
3
23
BSEntrep
0
7
3
3
4
17
BSCrim
24
65
29
17
12
147
BSHM
16
43
25
4
0
88
Total
44
119
66
27
19
275
Q4: How satisfied are you with the current availability of green technology options in the market?
Course
Not satisfied
at all
Slightly
satisfied
Moderately
satisfied
Very
satisfied
Extremely
satisfied
Total
BSEd
0
9
9
4
0
22
BSEntrep
2
5
6
2
2
17
BSCrim
15
69
31
26
9
150
BSHM
21
36
14
8
8
87
Total
38
119
60
40
19
276
Page 2590
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
Q7: How often do you research or seek information about green technologies?
Course
Never
Rarely
Occasionally
Frequently
Always
Total
BSEd
4
9
7
2
1
23
BSEntrep
1
5
5
3
3
17
BSCrim
35
53
26
25
11
150
BSHM
14
30
29
12
5
90
Total
54
97
67
42
20
280
Q8: How satisfied are you with the current impact of green technology on environmental sustainability?
Course
Not satisfied
at all
Slightly
satisfied
Moderately
satisfied
Very
satisfied
Extremely
satisfied
Total
BSEd
1
7
8
6
1
23
BSEntrep
2
4
9
2
0
17
BSCrim
32
58
25
28
6
149
BSHM
16
33
15
21
3
88
Total
51
102
57
57
10
277
On the question, “How likely are you to invest in green technology?” many students (n=119) indicated that they
were “Slightly Likely” to invest. This was followed by “Moderately Likely” (n=66), “Not Likely at All” (n=44),
“Very Likely” (n=27), and “Extremely Likely” (n=19). A noteworthy observation is that none of the Bachelor of
Science in Hotel Management (BSHM) students expressed an “Extremely Likely” inclination, suggesting that
this group may perceive green technology as less relevant to their field or too costly to adopt in practice.
Several studies have shown that green innovation and entrepreneurship contribute significantly to sustainability
within universities. Therefore, continued support for these initiatives is strongly recommended (Nguyen et al.,
2025). In line with this, NISU Ajuy Campus should adopt similar recommendations to advance its goals and
strengthen its commitment to green technology.
When asked, “How satisfied are you with the current availability of green technology options in the market?”
most respondents across programs reported being “Slightly Satisfied” (n=119), followed by “Moderately
Satisfied” (n=60), “Very Satisfied” (n=40), “Not Satisfied at All” (n=38), and “Extremely Satisfied” (n=19).
Interestingly, no student from the Bachelor of Secondary Education (BSEd) program selected “Extremely
Satisfied,” which may reflect either a lack of direct exposure to green technologies or limited awareness of their
application in the education sector.
In the study of Sharif et al. (2024), the authors emphasize that policymakers must prioritize mechanisms that
support long-term environmental goals. This serves as a call for leaders to remain vigilant and to implement
appropriate sanctions and regulations that ensure compliance and sustained environmental commitment.
For the question, “How often do you research or seek information about green technology?” a significant
proportion admitted to low engagement: “Rarely” (n=97) and “Never” (n=54) accounted for the majority. Only
20 students reported “Always” seeking information, while 42 indicated “Frequently” and 67 “Occasionally.”
This pattern highlights a clear knowledge gap and signals a lack of proactive behavior among students toward
exploring sustainability-related innovations.
Page 2591
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
Regarding perceptions of GT’s effectiveness, the question “How satisfied are you with the current impact of
green technology on environmental sustainability?” revealed that the highest number of students reported
“Slightly Satisfied” (n=102), followed by “Moderately Satisfied” and “Very Satisfied” (both n=57), “Not
Satisfied at All” (n=51), and “Extremely Satisfied” (n=10). Notably, no student from the BS Entrepreneurship
(BSEntrep) program selected “Extremely Satisfied,” despite their earlier higher familiarity with GT, suggesting
that while entrepreneurs recognize its importance, they may remain skeptical about its real-world effectiveness
or accessibility.
The results paint a complex picture of students’ perspectives on green technology. On one hand, there is a positive
inclination toward investment—with many students indicating at least some likelihood of supporting GT—yet
the overall responses cluster around “slightly” or “moderately” likely, revealing cautious optimism rather than
strong commitment. This hesitancy may stem from economic barriers, such as perceived costs of GT adoption,
or from limited consumer exposure to affordable and accessible green technologies in the local market. The
absence of “Extremely Likely” responses from the BSHM program is particularly telling, as it suggests a gap in
connecting sustainability innovations with the hospitality industry—an area that globally has been pushing
toward eco-tourism and green hotel initiatives. This disconnect could indicate a missed opportunity in curriculum
and industry linkage.
The general dissatisfaction with the availability of green technology also reflects structural and contextual
barriers in the Philippine setting. While GT innovations exist globally, their availability and affordability in rural
or semi-urban areas remain restricted. The lack of “Extremely Satisfied” responses from BSEd students
underscores a broader issue: sustainability education often emphasizes environmental awareness but provides
fewer opportunities for teacher education students to interact with or apply concrete green technologies. This
limits their capacity to model eco-friendly practices in classrooms and communities.
Perhaps most striking is the low level of engagement in seeking information about green technology. With most
students reporting “Never” or “Rarely,” the findings reveal a passive stance toward sustainability knowledge
acquisition. This reflects a critical gap in higher education: while universities may promote sustainability at an
institutional level, students may not yet internalize GT as a personal or professional responsibility.
Finally, the responses regarding satisfaction with GT’s impact on environmental sustainability suggest a mixture
of optimism and skepticism. While many students acknowledge GT’s potential, relatively few perceive it as
having made a strong impact. The lack of “Extremely Satisfied” responses from BSEntrep students is particularly
intriguing, as it may reflect a more critical and pragmatic outlook: they may understand GT’s promise but remain
unconvinced of its large-scale effectiveness due to systemic and infrastructural barriers in the Philippines.
In summary, these findings emphasize the need for curriculum reforms that mainstream GT concepts across all
disciplines while linking them with practical applications relevant to each field. Furthermore, there is a need to
enhance student engagement through active research, entrepreneurship, and community-based projects that
highlight GT’s feasibility and impact. By bridging this gap, universities can cultivate a generation of
professionals who not only understand green technology but also possess the motivation and agency to
implement it in diverse societal contexts.
Universities possess the essential resources to advocate for green technology, from curriculum development to
institutional operations. Moreover, even academic institutions with limited technological capacity can still
produce research that is impactful and sustainable (Husic, 2024). Therefore, it is important for higher education
institutions to actively encourage both faculty and students to engage in and promote green technology
initiatives.
Based on the foregoing on “Awareness and Practices in Green Technology of College Students,” this study
suggests developing a holistic program that integrates concepts and applications of green technology in tertiary
education to engage students in actively promoting environmental sustainability (Gonzaga, 2016).
Page 2592
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
The research reveals a significant positive impact of the Green-Smart Campus program on student commitment
and the university’s corporate vision. Institutions raising green practices and awareness, like recycling programs
and eco-friendly transportation options, experienced higher student engagement levels. Engaged students felt
linked to the institution and actively participated in sustainability-related activities, enhancing the university’s
advocacy for a greener environment. Student engagement mediated the connection between the Green-Smart
Campus initiative and the university’s thrust to contribute to a green campus. Engaged students played a
fundamental role in transforming sustainability projects into an enhanced institutional reputation by sharing
positive experiences and advocating for the institution (Al-Dmour, 2023).
Students and young graduates have urged policymakers worldwide to embrace an understanding of green jobs
that extend beyond the manufacturing, construction, and renewable energy sectors and include all roles that
promote sustainability, conserve the environment, and respond to climate and ecological emergencies. On July
17, 2024, students joined Organising for Sustainability International, or SOS International, in New York, USA;
they launched a Green Skills and Green Jobs Youth Consultation by the higher education Sustainability Initiative,
joined by several United Nations units and higher education worldwide. This event emphasizes the call for higher
education to align programs to the planet's needs. The youth today want green skills and green jobs that are
intertwined with science, technology, engineering, and mathematics (STEM), the arts, humanities, and local and
indigenous ways of knowing (Kigotho, 2024).
Moral norms and the Theory of Planned Behavior (TPB) play a significant role in influencing students to reuse,
and behavioral control has the highest impact on continuing to support green university projects. Thus, the
students recommended that the authorities create a plan of action for awareness and motivation among students
to become environmentally concerned and adopt green behaviors to achieve environmental sustainability
(Sanjoy, 2023).
Table 3 shows university students' responses to different questions with multiple answers.
Table 3. Questions with Multiple Responses from the Respondents
Q10: Do you know different green technologies (Select all that apply)
SP
WP
HP
GE
EV
GB
R
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
BSEd
70%
30%
87%
13%
87%
13%
91%
9%
78%
22%
82%
17%
26%
74%
BSEntrep
24%
77%
65%
35%
88%
12%
100%
0%
41%
59%
77%
24%
23%
77%
BSCrim
30%
70%
84%
16%
93%
7%
87%
13%
74%
26%
94%
6%
60%
40%
BSHM
40%
60%
82%
18%
88%
12%
82%
18%
76%
24%
86%
14%
70%
30%
Legend: SP (Solar Power); WP (Wind Power); HP (Hydroelectric Power); GE (Geothermal Energy); EV
(Electric Vehicle); GB (Green Building);R (Recycling)
Q11: What specific green technologies does your school use? (Select all that apply)
SP
LL
EEA
EV
ST
WSF
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
BSEd
26%
74%
39%
61%
78%
22%
61%
39%
35%
65%
70%
30%
Page 2593
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
BSEntrep
53%
47%
18%
82%
59%
41%
77%
23%
47%
53%
65%
35%
BSCrim
59%
41%
41%
59%
85%
15%
73%
27%
61%
39%
74%
26%
BSHM
66%
34%
41%
59%
77%
23%
74%
26%
65%
35%
74%
26%
Legend: SP (Solar panels); LL (LED lighting); EEA (Energy-efficient appliances); EV
(Electric/hybrid vehicles); ST (Smart thermostats); WSF (Water-saving fixtures)
Q12: What do you think the school considered when installing green technology? (Select all that apply)
CS
EI
GI
EU
EE
SR
N
Y
N
Y
N
Y
N
Y
N
Y
N
Y
BSEd
74%
26%
48%
52%
78%
22%
87%
13%
96%
4%
61%
39%
BSEntrep
47%
53%
35%
65%
59%
41%
71%
29%
88%
12%
59%
31%
BSCrim
54%
46%
71%
29%
68%
32%
80%
20%
93%
7%
71%
29%
BSHM
56%
44%
62%
38%
58%
42%
79%
21%
90%
10%
75%
25%
Legend: CS (Cost Savings); EI (Environmental Impact); GI (Government Incentives); EU (Ease Of Use); EE
(Energy Efficiency); SR (Social Responsibility)
The results showed that only BSED knows about this green technology, 30% of solar power, and the three other
programs have limited information between 60% and 77%. In wind power, all the programs know with only
13% to 35% selected no. They also know hydropower and geothermal energy, which many of them stated as part
of their lessons in their science subjects. In electric vehicles, only BSEntrep has the most responses on NO,
around 58%, and the rest is less than 27%. All programs have less knowledge of green building, with around 6%
to 24% answering NO. However, in terms of recycling, all students were knowledgeable. Their knowledge is
disconcerting because they are tech-generation. They should have enough information about GT, except for
recycling, because they have projects and programs related to solid waste management.
In NISU, Ajuy Campus, solar panel, BSEd stated they don’t use the technology with 74%, and the three have
below 50%. All programs with the highest percentage, 82%, which is the BSEntrep, said they don’t use LED
lighting. All answers on energy-efficient appliances were below 50%. However, on Electric or hybrid vehicles,
some faculty on campus were using this technology; thus, the participant's answers were all below 39%.
Meanwhile, the smart thermostats, BSEd, and Entrep answered 65% and 53%, respectively, and BSCrim and
BSHM were 39% and 35%. Conversely, in water-saving fixtures, all answers were below 35%, and the responses
showed all students wanted the institution to use this technology. Their responses differ because most answered
yes to the different GTs used in the institutions.
On the question, “What do you think the school considered when installing green technology?” The responses
again showed they were not interested, which is very alarming. Their reactions are somewhat adverse. Despite
the effort to share the positive impact of green technology, university students are still confused.
Over the years, green technology has become one of the fastest-growing employment sectors. It has become
essential, and many are investing in it due to its reduced effect on the environment. The technologies available
are wind power, improved solar cells, and electric vehicles (Qamar et al., 2020). Green Campus initiatives, Smart
Education strategies, Smart Campus facilities, and the influence of curriculum and course offerings collectively
Page 2594
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
contribute to advancing sustainable development practices within higher education institutions. Thus, students
know these spectra of technology-driven elements (Shikakly et al., 2024). Students today are vast readers; with
the help of gadgets and internet connections, everything is already on the tip of our fingers. When students
discover new words or terms, they immediately rely on the internet.
Table 4 represents the responses of university students on question #15.
Table 4. Responses of University Students on Question #15.
Q15: How important is it for the institution to incorporate green technology?
NIA
SI
MI
VI
EI
BSEd
4%
9%
4%
61%
22%
BSEntrep
O%
0%
29%
47%
24%
BSCrim
8%
25%
18%
33%
16%
BSHM
15%
22%
13%
37%
13%
Legend: NIA - (Not Important At all); SI – (Slightly Important); MI – (Moderately important); VR – (Very
Important); EI – (Extremely Important)
For Question #15, which asked students to evaluate the importance of green technology in addressing
environmental issues, most respondents from NISU, Ajuy Campus, selected “Very Important.” This response
was particularly dominant among students enrolled in the Bachelor of Secondary Education (BSEd) and
Bachelor of Science in Entrepreneurship (BSEntrep) programs, indicating a strong recognition of the role of
green technology in promoting sustainability.
This finding suggests that while students’ familiarity and practical engagement with green technology may be
limited (as reflected in earlier results), they nevertheless acknowledge its critical importance in mitigating
environmental degradation. The strong responses from BSEd students may be linked to their training as future
educators, where sustainability is increasingly framed as an essential part of science and values education. Their
recognition of GT’s importance suggests potential for these students to become advocates and multipliers of
sustainability practices in the classroom and in their future communities. Similarly, BSEntrep students’ high
valuation of GT can be associated with their exposure to concepts of innovation and enterprise development,
where green technologies present new opportunities for sustainable business models and eco-friendly
entrepreneurship.
From a broader perspective, the result underscores a positive attitudinal foundation among students: even if
practical knowledge and adoption remain low, there is already an appreciation of GT’s relevance. This provides
universities with a strong entry point for curriculum enhancement, awareness campaigns, and project-based
learning initiatives that transform recognition into practice. As prior research highlights, students’ perception of
importance often serves as the first step toward behavioral change, provided that enabling structures, resources,
and institutional support are in place (Filho et al., 2023).
The recognition of green technology as “very important” demonstrates that NISU students value its potential as
a solution to pressing environmental issues. What is needed moving forward is to translate this perceived
importance into tangible actions through targeted policies, capacity-building programs, and increased
opportunities for students to engage in hands-on sustainability initiatives.
Figure 2 displays the university students' responses to the questions answerable by YES or NO.
Page 2595
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
Figure 2. Responses of the University Students on the Questions Answerable by YES or NO.
Legend: Y (Yes); N (No); Q2 (Question 2)- Do you use green technologies daily; Q5 (Question 5) - How likely
are you to invest in green technologies shortly; Q6 (Question 6) - Have you ever participated in any green
technology initiatives or campaigns; Q9 (Question 9) - Are you willing to pay a premium for products/services
that incorporate green technology; Q12 (Question 12) -Do you think governments should provide more
incentives to encourage the adoption of green technologies.
These questions were answerable by yes or no in the context of a university student. Most respondents answered”
YES” to almost all five questions. The responses showed they have enough knowledge of green technology.
They understand that nowadays, we need these types of tools to support the rapid impact of both natural and
human activities on nature. If they don’t make a stand, the next generation will suffer significantly from the
effects of global warming.
Figure 3 shows the responses of the four programs of NISU Ajuy Campus on Question # 13.
Q13
Figure 3. Responses of Selected University Students on Question 13.
Most of them answered YES to Question # 16. They have seen the university's effort to utilize environmentally
friendly facilities.
The study about higher education, technological innovation, and green development in China
shows the country is gearing towards these above relationships. Regions that persist in green development
Page 2596
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
advocate for it in the educational system, but specific policies are suggested to maintain the positive impact
(Zhang et al., 2023).
Figure 4 represents the responses of the university students to Question #14.
Figure 4. Responses of University Students on Question #21.
The findings respondents exposed showed that almost all respondents answered YES that the institution should
prioritize teaching about green technology and sustainability, with BSEd, BSEntrep, BScrim, and BSHM, 89%,
78%, 93%, and 89%, respectively. One study recommended that university programs boost regular curriculum
reviews and coursework in different disciplines to set precedence for conducting green economy studies and
their significance (Ngare et al., 2022). The study's findings by Bartolini (2024) included the implication of
combining sustainability into the institution's foundation by outlining steps to create positive behavior toward
the program. The study's results suggested a recommendation from the commitment of all stakeholders: create
administrative positions focusing only on sustainability, improving students’ interest, and training and
workshops. Further, another proposal is to produce sustainable infrastructure and continue monitoring the
programs and projects.
Table 5 shows the inferential results on the familiarity of green technology per program.
Table 5 Inferential Results on the Familiarity of Green Technology per Programs
Chi-Square
df
Asymp. Sig.
17.679
3
.001
The results showed a p-value of .001, which means less than the predetermined significance level of .05, which
is interpreted as statistical significance. The results exposed that different programs in NISU, Ajuy Campus,
Iloilo, Philippines, were familiar with green technology.
Despite the government’s efforts to educate citizens about green technology, the higher education curriculum
remains weak. Therefore, it is recommended that comprehensive improvements be made to existing policies,
particularly in curriculum design, facilities, and other support mechanisms, to strengthen the integration of green
technology in higher education (Kedla et al., 2025). At NISU, Ajuy Campus, many faculty members advocate
for environmental protection and awareness; thus, many of them have integrated mechanisms to protect our
ecosystem from further damage.
Page 2597
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
Figure 5 illustrates some of the innovative instructional materials created from locally found waste products on
campus.
Figure 5. Some Innovative Instructional Materials from Waste Products.
One of the contributing factors related to green technology in the perspective of science pedagogy is that
institutions are innovating instructional materials from waste products found within the campus, such as used
paper and cardboard, old newspapers, used paints and art materials, plastic cups and bottles, and many more
were utilized in creative innovations but specifically focused on Ocean Literacy. These products were outputs
from science activities and innovations and part of the lesson plans from the participants on their subjects,
Environmental Science, The Teaching of Science and Science, Technology, and Society. Also, for longer use of
the materials, these will be donated to the basic education science curriculum in the District of Ajuy, Iloilo,
Philippines. According to Yeboah et al. (2027), waste materials can be recycled to create suitable and effective
instructional resources that are practical for teaching and learning art lessons, and probably in other subjects like
science. According to Tanveer et al. (2022), waste materials were used as teaching tools in electronic waste,
circular economy transition, plastic waste, bio-based waste management, lifecycle assessment, ecological
impacts, and construction and demolition waste management. The study also proposed creating guidelines for
all stakeholders to connect waste management and technological innovations in future endeavors.
Green technology has the potential to be a key topic in research. In Environmental Science, Module 20 is about
the Greenhouse Effect and Global Warming: Basic Concepts, and Module 21 is about El Nino (Cadiz & Macasil,
2015); green technology is one possible solution to mitigate this global warming. Chapter III of Science,
Technology, and Society (STS) concerns specific issues in science, technology, and society. The subtopics are
about Climate Change (Serafica et al., 2018). Teaching students about the current situation of our ecosystem
increases their interest in finding ways to solve long-overdue problems. Since the first Industrial Revolution,
scientists and experts have documented some activities that affect our planet Earth. Nonetheless, no solutions
have been formulated, and until now, our various biodiversity is still suffering. With the development of
technologies
CONCLUSION
The findings of this study reveal that while students at Northern Iloilo State University (NISU), Ajuy Campus,
demonstrate awareness of environmental issues, their knowledge and practical engagement with green
technology (GT) remain limited. Despite exposure to sustainability-related topics in courses such as
Environmental Science and Science, Technology and Society, the application of GT as a concrete solution to
Page 2598
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
environmental challenges has yet to be fully realized. Students recognize the urgency of mitigating global
warming and environmental degradation, but their familiarity with, and willingness to adopt, GT is restrained
by limited access, minimal institutional integration, and low personal engagement. These gaps highlight the
critical role of universities in advancing climate action. NISU, Ajuy Campus, in collaboration with stakeholders,
must strengthen institutional policies and mechanisms that mainstream GT in curriculum, research, and campus
operations. Faculty members should be empowered through training and workshops to integrate GT into
teaching, research, and extension activities, while students should be provided with practical exposure to
sustainable technologies and facilities available in the market. Existing best practices, such as the creative use
of recycled materials in teaching, demonstrate promising grassroots initiatives but require stronger institutional
support and funding to scale their impact. Furthermore, a whole-of-university approach is essential. Investment
in environmentally friendly infrastructure, integration of GT into student-led projects, and the active promotion
of sustainability-focused clubs and organizations can collectively transform awareness into practice.
Administrative leadership is equally crucial to ensure that programs and projects are not only conceptualized but
also sustainably implemented. In conclusion, the study underscores that bridging the gap between awareness and
application of green technology in higher education requires policy support, faculty development, and student
engagement. By embedding GT concepts into curriculum, infrastructure, and institutional culture, universities
can cultivate future professionals equipped to champion sustainability and contribute meaningfully to the global
fight against climate change.
ACKNOWLEDGMENT
The researcher sincerely extends gratitude to the Office of Research and Development Services, Northern Iloilo
State University (NISU) Ajuy Campus, for the financial support that made this research project possible. Deep
appreciation is also given to the Japan Society for the Promotion of Science (JSPS)–Bridge Program Fellowship
and Hokkaido University of Education for their invaluable guidance and assistance in conceptualizing this study
during the fellowship engagement in September 2024. Their support and encouragement greatly contributed to
the successful realization of this project.
REFERENCES
1.
Al-Dmour, H. (2023). Green-Smart university campuses: The mediating role of student engagement in
enhancing corporate image. Sage Open, 13(4).
https://doi.org/10.1177/21582440231219591
2. Bayron, M. C. (2024). As VSU aspires to be a national green university, it launches #GoGreen project.
https://www.vsu.edu.ph/articles/news/2551-as-vsu-aspires-to-be-a-national-green-university-it-
launchesgogreen-project
3.
Bradu, P., Biswas, A., Nair, C. et al. (2023). Recent advances in green technology and Industrial
Revolution 4.0 for a sustainable future. Environ Sci Pollut Res 30, 124488–124519.
https://doi.org/10.1007/s11356-022-20024-4
4. Cadiz, A. P., and Macasil T. D. (2015). Environmental science: Modular approach. Mindshapers Co., Inc.,
Manila, Philippines.
5. Cotabato State University. (2024). Green Technology Education 1.
https://www.studocu.com/ph/document/cotabato-state-university/bs-in-social-work/green-technology-
alllessons/39361443
6. Filho, W.L., Wall, T., Salvia, A.L. et al. The central role of climate action in achieving the United Nations'
Sustainable Development Goals. Scientific Reports, 13, 20582 (2023).
https://doi.org/10.1038/s41598023-47746-w
7. Gonzaga, M. L. (2016). awareness and practices in Green Technology of College Students. Applied
Mechanics and Materials, 848:223-227. DOI:10.4028/www.scientific.net/AMM.848.223
8. Huaxin, L. (2019). Trends in green technology adoption: A global analysis. International Journal of Open
Publication and Exploration, 7(1).
https://ijope.com
9. Husic, D.W. (2024). Reframing sustainability initiatives in higher education. Sustain Earth Reviews 7(5).
https://doi.org/10.1186/s42055-024-00076-9
Page 2599
www.rsisinternational.org
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI | Volume XII Issue XV October 2025 | Special Issue on Public Health
10. Kedla, S., Kumar, P., & Devika, M.S. (2025). The Study on Assessing the Effectiveness of Green
Education in Higher Education. European Journal of Contemporary Education and E-Learning, 3(2), 49-
54. DOI: 10.59324/ejceel.2025.3(2).06
11.
Kigotho, W. (2024). Students say green skills are needed for all
future jobs.
https://www.universityworldnews.com/post.php?story=20240729162908743
12. Laguna Polytechnic State University. (2024). SUCs in Laguna, Quezon kick off green initiatives for
Philippine Environment Month.
https://lspu.edu.ph/news/sucs-in-laguna-quezon-kick-off-
greeninitiatives-for-philippine-environment-month
13.
Li, H., Khattak, S.I., Lu, X., and Khan, A. (2023). Greening the Way Forward: A Qualitative Assessment
of and Khanhnology Integration and Prospects in a Chinese Technical and Vocational Institute.
Sustainability, 15, 5187. https://doi.org/10.3390/su15065187
14. Mariano Marcos State University. (2024). Environmental Policies.
https://www.mmsu.edu.ph/about/environmental-policies
15. Nasution, M. and Febriani, H. (2018). Providing students with the knowledge about green technology in
environmental preservation. In Proceedings of the Built Environment, Science and Technology
International Conference, 201-205, DOI: 10.5220/0008904200002481
16. Nguyen, P., Timilsina, B., & Shamsuzzoha, A. (2025). Higher education as a driver of green innovation
and entrepreneurship: A systematic literature review and future research agenda. Journal of Cleaner
Production, 516;145820. https://doi.org/10.1016/j.jclepro.2025.145820.
17. Qamar, M.Z., Noor, M., Ali, W., Qamar, M. O. (2020). Green Technology and its Implications Worldwide.
The Inquisite Meridian Multidisciplinary Journal, 3(1). file:///C:/Users/ASUS-
User/Downloads/GreenTechnology-and-its-Implications-Worldwide-by-Mhd-Qamar.pdf
18. Rose, A. (2024). Top 8 Green Technology Innovations making a real difference.
https://www.lythouse.com/blog/top-8-green-technology-innovations
19. Sanjoy, K R. (2023). Green university initiatives and undergraduates’ reuse intention for environmental
sustainability: The Moderating Role of Environmental Values. Environmental Challenges, 13;100797
.
https://doi.org/10.1016/j.envc.2023.100797.
20. Serafica, J. P. J., Pawilen, G. T., caslib, B. N. and Alata, E. J. P. (2018). Science, Technology, and Society.
Rex Book Store, Inc., Quezon City, Philippines.
21. Sharif, A., Bashir, U., Mehmood, S., Cheong, C. W. H., & Bashir, M. F. (2024). Exploring the impact of
green technology, renewable energy and globalization towards environmental sustainability in the top
ecological impacted countries. Geoscience Frontiers,
15(6);101895https://doi.org/10.1016/j.gsf.2024.101895.
22. Shishakly, R., Almaiah, M. A., Lutfi, A., and Alrawad, M. (2024). The influence of using smart
technologies for sustainable development in higher education institutions. International Journal of Data
and Network Science, 8;77–90. https://www.growingscience.com/ijds/Vol8/ijdns_2023_192.pdf
23. Shruthi, L. (2014). Recent trends in green technology.
https://www.slideshare.net/slideshow/greentechnology-42224253/42224253#3
24. Sukumar, R. (2019). Green Technology in Education and Sustainable Development. Journal of Emerging
Technologies and Innovative Research, 6(3);153-159.
https://www.jetir.org/papers/JETIREW06022.pdf
25. Tanveer M, Khan SAR, Umar M, Yu Z, Sajid MJ, Haq IU. (2022). Waste management and green
technology: future trends in circular economy leading towards environmental sustainability.
Environmental Science and Pollution Research, (53):80161-80178. doi: 10.1007/s11356-022-23238-8.
As a result, the following themes were identified:
26. United Nations Educational, Scientific and Cultural Organization (UNESCO). 2025. Climate Action.
https://www.unesco.org/en/climate-change
27.
Yeboah, R., Asanto, E. A., and Opoku-Asare, N. A. A. (2017). Recycling solid waste materials to develop
instructional resources for art education.
International Journal of Education through Art, 13(2):193-215.
DOI:
10.1386/eta.13.2.193_1
28. Zhang, T., Ma, Z., Shang, Y. (2023). Higher Education, Technological Innovation, and Green
Development—Analysis Based on China’s Provincial Panel Data. Sustainability, 15, 4311.
https://doi.org/10.3390/su15054311