UGC NET Questions (Paper – 1)

Mass media can shape public understanding and attitudes toward the environment by reporting on problems, policies and solutions. When media outlets share credible information, showcase local success stories and invite citizen engagement, they help build a culture of environmental responsibility. This role supports democratic decision-making and can put pressure on institutions to act more sustainably.

Option A:
Option A is incorrect because avoiding environmental topics misses opportunities for education and debate on crucial issues affecting society.

Option B:
Option B is correct as it underlines how media can inform, inspire and mobilise people around environmental concerns, which is essential for broad-based change.

Option C:
Option C is incorrect since promoting overconsumption without context reinforces unsustainable lifestyles and undermines environmental goals.

Option D:
Option D is incorrect because hiding pollution problems protects narrow interests at the expense of public health and ecological integrity, contradicting the watchdog function of media.

Statements A and C correctly describe aspects of value education. A is true because value education engages students with ethics, citizenship and integrity as part of holistic development. C is true since NSS, NCC and similar activities reinforce values like service, discipline and teamwork. Statement B is false because institutions are explicitly expected to promote constitutional values such as justice, liberty and equality. Statement D is false because environmental and social justice concerns are central themes within modern value education. Hence, A and C only form the correct combination.

Option A:
Option A is incorrect because it selects only A and ignores C, thus overlooking the important role of co-curricular programmes in translating value education into practical experiences.

Option B:
Option B is correct because it includes A and C, the two true statements, while excluding B and D, which deny institutional responsibility and disconnect environmental and social issues from value education.

Option C:
Option C is incorrect because it pairs C with D, accepting D’s false claim that environmental and social justice programmes are unrelated to values, which contradicts the integrated view of value education.

Option D:
Option D is incorrect because it treats all four statements as correct, thereby accepting B and D, which directly oppose the normative expectations placed on higher education institutions.

Statements A, B and C all correctly describe aspects of green campus initiatives. A is true because conserving energy and adopting renewables are central strategies for sustainability. B is correct as proper waste management and recycling reduce environmental impact. C is also true since awareness programmes shape attitudes and behaviours of students and staff. Statement D is false because higher education institutions are expected to model and promote environmental responsibility. Therefore, the combination A, B and C only is correct.

Option A:
Option A is correct because it includes all three positive and accurate descriptions of green campus practices and excludes D, which wrongly dismisses their relevance. It reflects how institutions integrate sustainability into operations and education.

Option B:
Option B is incorrect because, although A and B are correct, it omits C, which emphasises educational and awareness dimensions of sustainability. Without C, the role of student learning and behaviour change is underplayed.

Option C:
Option C is incorrect because it includes D along with B and C. Statement D contradicts contemporary expectations that campuses act as exemplars of sustainable living, so including it makes the combination wrong.

Option D:
Option D is incorrect because it treats all four statements as correct, which would endorse D’s claim that green initiatives are irrelevant. This is incompatible with policy directives and institutional practices worldwide.

Statement B is the only wrong statement because effective environmental awareness today uses a mix of media, including digital and social platforms, rather than depending solely on printed posters. Statements A, C and D are correct as they highlight community-level folk media, experiential learning through eco-clubs and the role of mass media campaigns in shaping attitudes. Since only B misrepresents good practice in awareness-building, the correct choice is the combination that isolates B alone as wrong.

Option A:
Option A is incorrect because it treats both A and B as wrong, whereas statement A is actually correct. Community-level tools like street plays and rallies are widely used to communicate environmental messages in an accessible way. Including a correct statement among wrong ones makes this option logically inconsistent with the question.

Option B:
Option B is correct because it identifies B only as the wrong statement and leaves A, C and D recognised as valid. It acknowledges that limiting programmes to printed posters and excluding digital and social media would be a serious weakness in modern awareness strategies.Thus, this option precisely matches the requirement to select the wrong statement or statements.

Option C:
Option C is incorrect because it considers B and C as wrong. Statement C is in fact correct since eco-clubs and hands-on activities have been repeatedly emphasised in environmental education policies as important for student learning. Misclassifying it as wrong leads to an incorrect combination.

Option D:
Option D is incorrect because it treats B, C and D as wrong. While B is wrong, C and D are correct: eco-clubs support behaviour change and mass media campaigns are essential for reaching wide audiences. Grouping correct statements with the wrong one cannot satisfy the condition of the question.

Ecotourism aims to combine nature-based travel with environmental education, conservation support and community benefits. Visitors are encouraged to minimise their impacts, learn about ecosystems and contribute to local economies. Well-designed ecotourism provides incentives to conserve natural areas and cultural heritage. The option that emphasises responsible travel, conservation and local community benefits therefore captures the main characteristics of ecotourism.

Option A:
Option A is incorrect because mass tourism centred on amusement parks may have high environmental footprints and often lacks a conservation focus. It does not fit the low-impact, nature-oriented ideals of ecotourism.

Option B:
Option B is incorrect since ignoring local culture undermines one of ecotourism’s goals: respect for and appreciation of local traditions and ways of life. Cheap shopping without environmental or cultural sensitivity is not ecotourism.

Option C:
Option C is correct as it integrates environmental responsibility, natural settings and community welfare. This tripartite focus is central to international definitions of ecotourism.

Option D:
Option D is incorrect because relying on luxury hotels alone says nothing about environmental or social performance. Luxury tourism can be ecologically damaging if not managed sustainably.

NEP 2020 emphasises environmental education as essential for responsible citizenship. It recommends project work, school gardens, waste management activities and local ecosystem studies to make environmental learning practical and meaningful.

Option A:
This option matches the applied, locally grounded vision of environmental education described in the policy.

Option B:
Purely abstract theories may not change behaviour and are not sufficient.

Option C:
Excluding environment would ignore a critical global and national priority.

Option D:
Memorisation alone does not promote sustainable habits.

Statements A, B, C and E are correct because female education influences fertility, education builds environmental awareness, integrated curricula illuminate population–resource linkages and lifelong learning helps people adjust to changing environmental and economic conditions. D is wrong, since education clearly shapes demographic behaviour and environmental choices, and F is wrong because literacy and numeracy underpin informed participation. Thus, the correct combination includes A, B, C and E and excludes D and F.

Option A:
Option A is incorrect because it omits E, thereby ignoring how learning beyond formal schooling contributes to adaptation in a changing environment and labour market. Without E, the picture of education’s role remains incomplete.

Option B:
Option B is incorrect as it accepts D, which denies education’s influence on demographic and environmental outcomes. Including D runs counter to a large body of demographic and environmental education research.

Option C:
Option C is correct since it gathers the four statements that reflect accepted linkages between education, population and environment while rejecting the two that minimise or misrepresent education’s role. It captures both formal and lifelong learning dimensions.

Option D:
Option D is incorrect because it accepts F and omits A. F wrongly claims that basic skills are irrelevant for decision-making, while excluding A ignores one of the most robust findings about female education and fertility.

Statements A, B and D correctly describe key features of sustainable consumption. A highlights reducing unnecessary consumption and improving efficiency, B stresses life-cycle based low-impact choices and D recognises the role of information and awareness in changing behaviour. Statement C is incorrect because sustainable consumption does not demand a total rejection of modern amenities, but rather their responsible use. Therefore, the combination that includes A, B and D while excluding C is the correct answer.

Option A:
Option A is incomplete because it includes only A and B and leaves out D. While A and B are correct, D is also a valid statement as awareness and education are central to changing consumption patterns. By omitting a correct statement, this option fails to represent the full set of correct statements.

Option B:
Option B is correct because it groups together all the true statements about sustainable consumption: reducing unnecessary use, preferring low-impact products and relying on education and information to influence choices. It rightly excludes C, which exaggerates sustainability as a rejection of modern life. Hence this option matches the conceptual understanding required.

Option C:
Option C is incorrect because it combines A and D with C. Statement C wrongly assumes that sustainable consumption is synonymous with going back to pre-industrial conditions, which is not the aim of contemporary sustainability discourse. Including this false statement makes the overall combination wrong.

Option D:
Option D is incorrect because it includes B, C and D and omits A. Besides leaving out A, which is correct, it wrongly accepts C as valid, thereby presenting an extreme and inaccurate view of sustainable consumption. This combination therefore cannot be chosen.

Sustainable consumption aims to reduce the environmental impact of goods and services over their life cycle. Choosing durable products and repairing them extends their useful life and lowers the demand for new production. This reduces resource extraction, energy use and waste generation associated with manufacturing and disposal. Therefore, the practice of using and repairing long-lasting items is a clear example of sustainable consumption.

Option A:
Option A is correct because it embodies the principles of reduce and reuse. Households that maintain and repair products generate less waste, save money and lower their ecological footprint, aligning daily choices with sustainability goals.

Option B:
Option B is incorrect since leaving lights and fans on wastes electricity and increases emissions from power generation. It contradicts the idea of conserving energy at home.

Option C:
Option C is incorrect because throwing away edible food increases solid waste and squanders the resources used to produce and transport that food. Sustainable consumption would encourage better planning, storage or sharing to avoid food waste.

Option D:
Option D is incorrect as buying heavily packaged products for appearance leads to unnecessary material use and waste. Sustainable consumers typically prefer minimal or recyclable packaging.

Statements C and D are wrong because they misrepresent both environmental ethics and environmental education. Environmental ethics generally recognises intrinsic value in non-human nature, not just human interests, and therefore C is incorrect. Environmental education is meant for all learners to foster environmental responsibility, so restricting it only to science students as in D is also wrong. Statements A and B correctly describe the scope of environmental ethics and goals of environmental education, so the correct set of wrong statements is C and D only.

Option A:
Option A is incorrect because it singles out C as the only wrong statement and treats D as acceptable. While C is indeed wrong, D is also incorrect because environmental education is intended to be interdisciplinary and open to all learners, not restricted to science students. Excluding D from the wrong set makes this combination incomplete.

Option B:
Option B is correct because it identifies both C and D as misrepresentations of the concepts involved. Environmental ethics goes beyond anthropocentric interests, and environmental education is not discipline-bound. By excluding A and B, which are correct, this option satisfies the requirement of selecting all wrong statements.

Option C:
Option C is incorrect because it claims that A, C and D are wrong. Statement A accurately defines environmental ethics as exploring the moral relationship between humans and nature and is widely accepted in philosophy and environmental studies. Including a correct statement in the wrong set makes this option logically flawed.

Option D:
Option D is incorrect because it groups B, C and D as wrong statements. Statement B is correct since environmental education indeed aims at developing knowledge, attitudes and skills to address environmental issues. Treating B as wrong along with C and D contradicts the established objectives of environmental education.

World Environment Day is a global platform for encouraging awareness and action for the protection of the environment. It is led by the United Nations Environment Programme and celebrated annually on 5th June. The day is used to highlight a specific environmental theme each year and mobilise governments, organisations and citizens. Thus, the correct date of observance is 5th June, making Option B the right answer.

Option A:
Option A is incorrect because 5th January has no special global status as World Environment Day. Confusing these dates can lead to mistakes in questions related to environmental events.

Option B:
Option B is correct as it identifies 5th June as the internationally recognised date for World Environment Day. This date has been associated with environmental campaigns and activities across the world since its establishment.

Option C:
Option C is incorrect; 15th August is celebrated as Independence Day in India, not as World Environment Day. It marks a political event rather than an environmental observance.

Option D:
Option D is incorrect; 10th December is observed as Human Rights Day by the United Nations. While important, it is not linked to the World Environment Day campaign.