Introduction: Anthropocentrism is one of the central causes of the environmental crisis which is rooted in consumerism, and consumerism in energy leads to more demand for natural resources. By criticizing anthropocentrism, environmental philosophy has qusstioned the dominant Western culture's conception of nature and has challenged this mainstream by criticizing instrumental rationality and emphasizing the intrinsic value of nature. Consumption is a key component to achieve sustainable development, and saving energy is one of the ways to achieve a cleaner and healthier environment and climate change management. The rapid increase in energy consumption for socio-economic activities is the main source of the continuous increase in greenhouse gas emissions that cause global warming and climate change effects. From the environmental psychology perspective, dealing with climate change is considered a fundamental challenge that requires a deep understanding of the psychological processes involved in environmentally friendly behaviors and lifestyles in general, and energy consumption in particular. The evidence shows that technical interventions alone cannot have an effect in reducing energy consumption and consumers' behavior must be changed.
Materials and Methods: The main purpose of this study was to analyze the relationship between environmental ethics and energy saving behavior of agricultural students. To achieve this goal, the survey method was used. The statistical population of the research was M.Sc. and Ph.D. agricultural students at Tehran University, which 126 of them were selected using simple random sampling method and Krejcie and Morgan table. The questionnaire was a data gathering tool that was designed in three sections: students' demographic characteristics, energy saving behavior and environmental ethics. The face validity of the questionnaire was confirmed by the experts in this field. Also, its validity was obtained using convergent and differential validity, and its reliability was obtained by calculating Cronbach's alpha and composite reliability.
Results: The findings of the research showed that the students prioritized ecocentrism, theocentrism and anthropocentrism in the first to third priority, respectively. Based on the results of structural equation modeling, only ecocentrism environmental ethics was effective in energy saving behavior and the research model was able to explain 38% of students' energy saving behavior changes.   
Discussion: Unlimited exploitation of natural resources to provide energy and wasting energy resources are clear examples of paying attention to human needs, without considering the capacity and potential of nature. With regard to eco-centric ethics, the discourse of intrinsic value should become the dominant discourse in energy policies, and without acknowledging the intrinsic value and rights of nature, the intrinsic value of nature is continuously ignored, and a shif from anthropocentric developmentalism to ecocentric approach should be prioritized in order to fill the gap between anthropocentrism and ecocentrism. The fact that students focus on anthropocentric or ecocentric views affects their understanding of the environment and its protection and their attitude towards the environment. Eco-centric education for students is one of the important priorities in this field. An education that makes students aware of the intrinsic value of nature. This process increases the critique of dominant values such as excessive energy consumption and highlights the negative effects of development. The key point in teaching environmental sustainability is educational approaches focused on the development of critical and reflective thinking. In these trainings, empathy with life on the planet, listening to the earth and action to protect the biosphere should be encouraged.