Abstract
Ocean literacy plays a crucial role in promoting sustainable marine conservation behaviors, yet its underlying psychological mechanisms among university students remain underexplored, particularly within Asian contexts. This qualitative study aimed to investigate how ocean literacy influences pro-environmental behaviors among Chinese university students through environmental beliefs, values, and perceived responsibility. Semi-structured interviews with 16 university students from four coastal universities in China were conducted and analyzed using thematic analysis with NVivo software. Results indicated that ocean literacy encompasses five interconnected dimensions: scientific knowledge, environmental ethics, behavioral intentions for conservation, policy understanding, and critical thinking. Emotional connectedness and direct experiential engagement emerged as significant factors enhancing students' environmental awareness and behavioral transformation. The findings also highlighted cultural relevance, social norms, and interactive educational practices as essential elements for translating ocean literacy into tangible conservation actions. Despite participants demonstrating foundational ocean knowledge, limitations in their systemic understanding of complex marine issues were identified, suggesting the need for more comprehensive educational interventions. This study provides empirical insights for optimizing marine education strategies and policy initiatives aimed at enhancing public engagement and achieving sustainable ocean governance.