Primary school students and climate change–an interview study in Finland and Tanzania

Sjöblom, Pia; Wolff, Lili-Ann; Vuorenpää, Sari; Grahn, Rebecka

doi:10.1016/j.jclepro.2022.135099

Cited by 5 publications

(6 citation statements)

References 50 publications

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“…For this capacity of understanding CC, the awareness of its causes, impacts, and solutions has paramount importance. In fact, the complexity of CC makes it harder to understand for children [50,51]. Thus, as we found, CC awareness increases with age, which is indirectly related to education and exposure to information [52].…”

Section: Discussionmentioning

confidence: 63%

“…Despite this, we could be currently facing a social change, as different studies show how younger people realize the severity of CC and are more proactive in environmental issues [53], in agreement with our results that point to more responsibility in youth. For example, a recent study targeting Finnish children's perception showed how they think CC is important and they feel responsible for it [50]. In fact, young Swedish climate activist Greta Thunberg started a protest with global impacts at the age of 15 which is the paradigm of young Europeans' perception of CC.…”

Section: Discussionmentioning

confidence: 99%

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European Citizens’ Worries and Self-Responsibility towards Climate Change

et al. 2023

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Attitudes and perceptions about climate change (CC) are crucial to public engagement and support in the promotion of mitigating actions and sustainable lifestyles embracing the United Nations’ sustainable development goals. This study aimed to investigate how worried are European citizens about CC, and what is their willingness to assume self-responsibility in its mitigation. We used the European Social Survey, namely the answers to the questions “How worried are you about climate change?” and “To what extent do you feel a personal responsibility to try to CC?” and have related them with demography and individual perception of the society and its policies. We fit two statistical models to each of the questions studied and found the following: Model 1—people that trust in scientists are more worried about CC, people satisfied with the national government are more worried about CC, women are more worried about CC than men, and older and more educated people are also more worried about CC; Model 2—Women have higher levels of self-responsibility, people that trust in scientists feel more responsibility when satisfied with the economy and the health system of the country, and older people that trust in scientists also have more responsibility.

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Section: Discussionmentioning

confidence: 63%

Section: Discussionmentioning

confidence: 99%

European Citizens’ Worries and Self-Responsibility towards Climate Change

et al. 2023

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“…It is understood that some studies within climate change topic have been conducted. Sjöblom et al (2022) asked them to express climate changes in their study with primary school students. Some students put forward statements such as "it will be warmer", something is changing, and we will have global warming.…”

Section: Discussionmentioning

confidence: 99%

The Reflections of the “Stop Climate Change Digital Game” on Primary School Students' Learning about Climate Change

Idil,

Kocak

2024

JESEH

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Climate change and its effects are impacting our world more and more with each passing day. For this reason, we must ensure that our children, as the society of the future, grow up as individuals with high environmental awareness, being aware of climate change and its effects. The aim of this study is to inform students about the subject of climate change and to educate them as individuals with climate change literacy. In this context, a digital game about climate change and its effects was developed for primary school students. A qualitative research method and techniques were adapted in this research. Interview, observation, and document analysis techniques were used to ensure variety in data acquisition in the research. The study was conducted in the 2022 spring semester during the science courses. It was conducted at an urban primary school in Ankara. 22 fourth grade students were participated as control group and 23 fourth grade students were participated as treatment group in the study. It was determined that the students enjoyed this game, called Stop Climate Change; they had fun and simultaneously learned about concepts related to climate change.

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“…The location, student age, and learning setting influence the students' understanding. Sjöblom et al [18] studied primary school students in Tanzania and Finland to assess the divergent opinions on CC held by students in these two nations, which differ greatly in terms of the severity of the problem, educational awareness, and cultural and natural resources. The most exciting finding of this study was that Tanzanian students were less aware of CC than Finnish students but were more motivated to act.…”

Section: Worldwidementioning

confidence: 99%

Student Perceptions of Environmental Education in India

Goel,

Iyer-Raniga,

Jain

et al. 2023

Sustainability

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Effective implementation of environmental education (EE) is to produce students who have experienced an attitudinal change so that they can evaluate and show their concern for sustainable development (SD). Environmental education (EE) was introduced as a compulsory subject for schoolchildren in 2003. In the present study, we conducted an offline survey on senior primary, middle, and high school students in one school in the north Indian city of Kanpur. The responses received for the offline questionnaire survey QS (including open-ended and closed-ended questions) from ~800 students reveal that schoolchildren have heard of climate change (CC) and perceive it as a significant threat. Most of them feel that temperature rise is the most notable consequence of CC and show great willingness for knowledge enhancement and action. However, there is a lack of understanding of the difference between EE and CCE (climate change education) in the Indian context. The results also indicate critical gaps related to the environmental dimension of education, and students overwhelmingly want increased school activities that will enhance awareness and build capacity. The need to integrate EE and CCE and spread information on the ESD (Education for Sustainable Development) initiative of UNESCO in urban India is urgent. Social media emerges as a significant player in awareness generation. Its use can help reach out to a broader audience. Students’ proactive engagement in awareness campaigns and energetic participation, already reported by several studies to have a positive impact, is essential for promoting climate action and sustainability. It sheds light on the status of the effectiveness of EE in the school curriculum of India with the aim of promoting environmental literacy. The recent G-20 Summit held in New Delhi, India, recognized the increased vulnerability of low-income countries to climate change and re-iterated its commitment to delivering quality education to all and following a green development path and highlighted the “green development path for a sustainable future” The paper outlines suggestions for educational interventions to enhance students’ comprehension of global critical environmental challenges and promote mitigation strategies.

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Primary school students and climate change–an interview study in Finland and Tanzania

Cited by 5 publications

References 50 publications

European Citizens’ Worries and Self-Responsibility towards Climate Change

European Citizens’ Worries and Self-Responsibility towards Climate Change

The Reflections of the “Stop Climate Change Digital Game” on Primary School Students' Learning about Climate Change

Student Perceptions of Environmental Education in India

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