Abstract
Higher educational institutions such as universities for science, engineering, agriculture, etc., and colleges of technology have produced many researchers and engineers suited to the demands of the industry. At the same time, because companies are expected to demonstrate environmental responsibility, researchers and engineers should carry out activities with awareness of environmental responsibility. Environmental education aims to promote environmental-conscious behabior and Hirose′s model states that environmental-conscious behabior is evaluated by cost-benefit, social norm, and feasibility. This research aims to analyze these facilitating factors of environmental activity and environmental educational contents in higher educational institutions. The results show that the education about feasibility is enough in higher educational institutions. The important educational contents are evaluation by cost-benefit, social norm such as environmental management systems; technology assessments (Life Cycle Assessment, Material Flow Cost Analysis, etc.) and environmental communication.
