Purpose/Significance Investigating the green literacy level of corps workers and its influencing factors not only helps to improve the environmental awareness and behavior ability of workers, but also provides scientific basis and practical guidance for the construction of ecological civilization in corps, which is of great significance to promote regional sustainable development.

Method/Process  This paper uses 402 micro-survey data from July to August 2024 in the first division of the Corps. Based on the measurement of ‘ecological values’ into the conventional green literacy evaluation framework, this paper uses multiple regression model and explanatory structure model to explore the influencing factors and hierarchical structure of the green literacy level of the Corps employees.

Result/Conclusion  The study found that: (1) The average values of green literacy of employees in the first and sixteenth regiments are the highest, reaching 0.695 and 0.690 respectively. (2) The education level of employees, the identity of village cadres, the number of migrant workers, the total annual income of the family, the number of plots owned, the frequency of joining rural professional cooperatives, the frequency of using modern media to obtain information, the frequency of communication with the villagers and the trust perception of friends have a significant positive impact on the level of green literacy, and the cultivated land area operated by employees has a significant negative impact on the level of green literacy. (3) Whether to join cooperatives, the frequency of communication with the villagers and the annual income of the family are the direct constraints; the frequency of using modern media to obtain information, the number of migrant workers, the area of cultivated land and the number of plots are indirect constraints; the degree of education, the identity of village cadres and the degree of trust in friends are the fundamental constraints. (4) There are three paths to improve the level of green literacy: the education-driven path constructed by ‘education level→ the frequency of using modern media to obtain information→ whether to join cooperatives→ the level of green literacy of workers’, the administrative resource path constructed by ‘village cadre identity→ cultivated land area, number of plots→ communication with villagers→ the level of green literacy of workers’, and the social capital cycle path constructed by ‘degree of trust in friends → number of migrant workers → total annual household income → the level of green literacy of workers’.