Environment awareness can best be created by:

Environmental education follows the principle of experiential learning: awareness and attitude change take root far more effectively through direct, concrete experience of a phenomenon than through purely verbal or textual transmission of information about it. This is the basis of Kolb's experiential learning cycle — concrete experience, reflective observation, conceptualization, and active application — which explains why direct observation outperforms hearing or reading when the goal is lasting awareness rather than mere factual recall.

Among the options offered, only a field visit places learners in direct contact with real environmental conditions — pollution, waste disposal, deforestation, biodiversity loss — allowing first-hand observation and building a personal, emotional connection to the issue. This concrete, first-hand experience is exactly the trigger experiential-learning theory identifies as necessary for durable awareness, so a field visit is the most effective of the given methods for creating environment awareness.

Why the other methods fall short:

• Lecture is teacher-driven and one-directional: the learner mainly listens while the teacher presents facts, so it builds recall of information rather than an awareness shaped by the learner's own experience.

• Discussion organizes and clarifies knowledge and perspectives the group already holds; it strengthens conceptual understanding of what is already known rather than exposing learners to a new, real-world situation.

• Study means engaging with material already written and described by someone else; what is learned stays bounded by that description rather than by anything the learner personally observes.

Checking against what ‘creating awareness’ requires — direct, felt engagement with the real environment rather than only information transfer — the one method that supplies this is the field visit, confirming it as the correct choice. Lecture and discussion can support environmental knowledge, but field visits are recognised in EVS-pedagogy practice as the most effective for building first-hand awareness.