Abstract
Environmental literacy first emerged as a goal of environmental education in the 1960s and 1970s. The theory of environmental literacy assumes that an environmentally literate individual has adequate knowledge and attitudes and behaves in an environmentally friendly manner.
Presented study focuses on the application of the modified version of the middle school environmental literacy survey research tool in the Central-European context. Its key objective is to identify the cognitive, affective, and behavioral dimensions of environmental literacy and the significance of the impact of specific demographic variables (gender, age, grade, and leisure activities), including comparative analysis between the Czech Republic and Slovakia.
A statistically significant relationship was identified between affective and behavioral dimensions. All demographic variables, particularly pupil's leisure, have a significant effect.
The differences between pupils of Czech and Slovak primary schools are only partial, probably because of the shared history of both countries.