Abstract
This study examines the relationship between continuous environmental education and pro-environmental behavior among graduate students in Kazakhstan. A mixed-methods approach was used, combining content analysis ( n = 53) of higher education curricula with a quantitative survey of graduate students enrolled in teacher education programs ( n = 147). The survey assessed environmental knowledge, attitudes, and behavior using a structured questionnaire. Based on these measures, an environmental index was calculated. Statistical analysis included descriptive statistics, Spearman's rank correlation, chi-square tests, and regression analysis. The results show that although respondents demonstrate a relatively high level of environmental awareness (for example, 87% correctly identify major sources of pollution), this knowledge does not translate into consistent pro-environmental behavior. No statistically significant relationship was found between the environmental index and behavioral practices ( ρ ranging from 0.003 to 0.097, p > 0.05), confirming the presence of a knowledge-behavior gap. The findings suggest that continuous environmental education, in its current form, is insufficient to foster sustainable behavioral practices. Drawing on Bronfenbrenner's ecological systems theory, the study argues that environmental behavior is shaped by multi-level systemic factors rather than knowledge acquisition alone. This study contributes to the limited empirical literature on Central Asia and provides diagnostic evidence for rethinking pedagogical approaches, highlighting the need to integrate behavioral, social, and value-based mechanisms into environmental education.