Biodiversity Literacy of Undergraduate Students at the Open University of Sri Lanka: Understanding the “Knowing-Doing Gap”

Biodiversity loss is a pressing global concern, and enhancing biodiversity literacy among future decision-makers is critical for sustainable conservation efforts. This study assessed the biodiversity literacy of undergraduate students at The Open University of Sri Lanka (OUSL) while also examining how academic discipline and gender influence their knowledge, attitudes and baheviour. A cross-sectional, quantitative survey design was used to collect data from 380 undergraduates across five faculties through a structured questionnaire that covered key domains including demographic data, knowledge, awareness, attitudes, and behaviours related to biodiversity. The majority of participants (92.1%) were aware of biodiversity loss. Significant differences were observed across faculties (χ² (4) = 158.71, p < 0.001), with science students exhibiting higher exposure to biodiversity-related content (e.g., zoology, botany). Notably, social media was the most used source of biodiversity information among the respondents. Students who studied biodiversity-related content were significantly more likely to obtain biodiversity information from formal sources (χ² (12) = 87.29, p < 0.001) such as research papers and books, and those who consulted lectures and research-based sources exhibited higher awareness of threats to biodiversity (χ² (6) = 14.20, p = 0.027). Faculty affiliation significantly influenced the belief in biodiversity’s economic value (χ² (3) = 41.23, p < 0.001), with Science and Management students reporting stronger agreement. Female students were more likely to acknowledge socio-economic benefits of biodiversity (Mann-Whitney U = 13,714, p = 0.015). Majority of the respondents showed willingness to contribute to environmentally friendly university initiatives (89.21%) and nearly half (48.16%) expressed their interest in biodiversity-related careers. Despite awareness and attitudes, only 39.7% participate in biodiversity-related activities such as tree planting, reuse, and recycling of plastic. Overall, this study highlights a critical gap between awareness and action, underscoring the need for integrative educational strategies such as interdisciplinary education