With the development of higher education, college students have become a new and important group for environmentally sustainable development. How to evaluate and strengthen the practical effect of ecological education is of great significance. Based on the survey data of 1579 university students, this study constructed a systematic index system of ecological education by using a hierarchical evaluation method. Moreover, OLS (Ordinary Least Squares), Oprobit, and intermediary effect models were used to analyze the influence relationship and mechanism of the two empirically and IV-Oprobit was used to solve the endogeneity problem. The results show the following: (1) Ecological education can effectively promote the sustainable behavior of university students, and the probability of university students implementing sustainable behavior increases by 10.7% with each unit increase in the level of ecological education. (2) Environmental value perception such as in individual economic value perception, social value perception, and health value perception are all important mediating channels of ecological education, among which health value perception has the strongest mediating effect. (3) Particulate Matter 2.5 (PM2.5) exposure positively moderates the impact of university students’ environmental value perception on their sustainable behavior. (4) There is a significant correlation between university students’ household registration, participation in environmental associations and hometown social networks, and sustainable behaviors. (5) The influence of ecological education on students’ behaviors shows heterogeneity in family household registration. Students from rural families have a higher level of environmental behavior and value perception than those from urban families. Moreover, they are more likely to exhibit behaviors under the influence of ecological education. The above results provide reference suggestions for the ecological education policy system and offer theoretical support and policy inspiration for promoting sustainable behaviors among global college students and enhancing the efficiency of ecological education in universities.

Environmental pollution and waste caused by traditional citrus farming has become more serious. As the direct subject of agricultural production, we should pay more attention to the green production behavior of farmers. Numerous studies have fully proven that technology training is the important driving factor of farmers’ production behavior, but the question of which main body or organization should carry out the training is the question that still has no definite conclusion, in order to solve this problem. Based on the perspective of the heterogeneity of agricultural technology training organizations, this study conducts a discussion on the indicators of the difference in training organization and technology adoption behavior, and uses the Oprobit and IV-Oprobit models to conduct an empirical analysis on 782 Chinese farmers’ survey data. Finally, we find: (1) Technical training has a positive impact on farmers’ GPT adoption at the 1% level. For each additional training, the probability of adopting five GPT increased by 2.6%; (2) Different training organizations have different impacts on the farmers’ technology adoption. The training of profit-oriented organizations represented by agricultural enterprises has the most obvious promotion effect on GPT adoption by farmers. The overall effect of the training of government agricultural extension departments is better than that of quasi-public welfare organizations such as scientific research institutions; (3) The above effects also have obvious heterogeneity among farmers of different ages, education levels, family social networks, planting scale, family incomes and structure. Based on this, we put forward policy suggestions such as building a diversified agricultural extension training system.