UGC NET Questions (Paper – 1)

Statements A, B, D and E are correct on individual choices, social norms, policy/infrastructure support and community initiatives. Statement C is false because information alone is usually insufficient for sustained change. Statement F is false because education influences long-term attitudes and behaviours. Therefore, the correct combination is A, B, D and E only.

Option A:
Option A is correct because it includes all true statements and excludes C and F, which overstate information sufficiency and deny education’s role.

Option B:
Option B is incorrect because it includes C (false).

Option C:
Option C is incorrect because it includes C and F (both false).

Option D:
Option D is incorrect because it includes F (false) and omits B, missing social norms/peer influence.

Environmental education seeks to build knowledge,values and attitudes that lead to caring and responsible action for the environment. Developing awareness and concern is foundational because people must first understand and care about issues before they change behaviour. The stem explicitly mentions positive orientation and responsible behaviour,which comes from awareness and concern. Hence Option B is correct.

Option A:
Apathy is lack of concern,which is opposite to the goal of environmental education.

Option B:
Awareness and concern directly support responsible environmental behavior and match the aim described in the stem.

Option C:
Exploitation skills contradict the stewardship and sustainability focus of environmental education.

Option D:
Purely commercial skills focus on profit and do not match the environmental responsibility goal stated.

The updated NDC notes that India will put forward and propagate a healthy and sustainable way of living based on traditions of conservation and moderation, including through a mass movement for LiFE. This formally integrates lifestyle change into the country’s climate strategy. It signals that citizens’ choices, not just technology and policy, are important for meeting global climate goals. (NITI Aayog)

Option A:
This option is wrong because the NDC does not dismiss behaviour; it explicitly recognises sustainable lifestyles as a pillar of climate action.

Option B:
This option correctly summarises how LiFE is mentioned in the updated NDC and shows how people-centric strategies are woven into formal international commitments.

Option C:
A blanket ban on personal vehicles is not part of the NDC; instead, the focus is on nudging cleaner and more efficient mobility choices.

Option D:
The NDC does not say that only technological solutions will be used; it combines technology, policy, finance and lifestyle measures in an integrated approach.

Statements A, B, D and E are correct on aims, experiential learning, non-formal channels and values. Statement C is wrong because lifelong learning matters for adults too. Statement F is wrong because local issues are important contexts. Hence A, B, D and E only is correct.

Option A:
Option A is correct and excludes C and F.

Option B:
Option B is incorrect because it includes C and omits E.

Option C:
Option C is incorrect because it includes F and omits A.

Option D:
Option D is incorrect because it includes F and omits B.

Environmental education seeks to build a broad base of understanding about ecological processes and human impacts. It encourages positive attitudes and values towards nature and equips learners with practical skills to analyse issues, make informed decisions and take action. By empowering people at different levels of society, it supports the transition towards more sustainable patterns of living and governance.

Option A:
Option A is incorrect because mere memorisation of treaty names without context or critical engagement does not lead to meaningful environmental responsibility or action.

Option B:
Option B is correct as it integrates awareness, knowledge, attitudes and skills aimed at real problem solving and participation, which reflects widely accepted objectives of environmental education.

Option C:
Option C is incorrect since restricting education to a narrow group of professionals contradicts the principle that everyone affects and is affected by environmental conditions.

Option D:
Option D is incorrect because environmental education encourages critical thinking about development projects and their environmental consequences, not blind acceptance.

Statements A, B, D and E are correct as they outline behavioural, social, policy and educational pathways for sustainable consumption. Lifestyle choices across sectors matter, norms and role models influence behaviour, policies create enabling structures and awareness helps people understand impacts. Statements C and F are false because culture and values also shape consumption, and sustainable consumption goes beyond recycling to address volumes and patterns of use. Hence, the correct combination is A, B, D and E only.

Option A:
Option A is incomplete because it leaves out D and E, thereby ignoring the roles of policy tools and education in shifting consumption. It focuses only on individual and social aspects without structural supports.

Option B:
Option B is correct since it gathers the four true statements while excluding C and F, which oversimplify determinants and scope. It reflects the multi-layered strategies needed for sustainable consumption.

Option C:
Option C is incorrect as it includes F and omits D. F wrongly narrows sustainable consumption to recycling, ignoring issues like overconsumption and product lifecycles, while leaving out D underplays the influence of public policy.

Option D:
Option D is incorrect because it accepts F and excludes A, thereby ignoring the central role of daily lifestyle choices while retaining a misleadingly narrow view of sustainable consumption.