Analysing the awareness of vulnerable young people on the future of Climate Change

DOI

https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2024.v21.i1.1502

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Science education and sustainability
1502
Published: 21-12-2023
PlumX

Authors

Abstract

Research argues that young people may perceive their future negatively and view themselves as not having the power to make a change. However, a new generation of young people are moving towards addressing climate change and recognising the opportunities for sustainability and social justice. The goal was to analyse the level of awareness between different groups of teenagers from vulnerable areas (a hard-to-reach population in research) in relation to the awareness of climate change. As such, this study analyses the degree of climate change awareness amongst students from three secondary schools located in vulnerable areas of Europe following the implementation of an eTwinning project on climate change during the Covid-19 pandemic. We followed a descriptive non-experimental design using a validated questionnaire to answer the following research questions: (1) What are the levels of climate change awareness of the students? and (2) Is it possible to identify different groups according to their level of awareness? The questionnaire was completed by 238 students: 162 Czech students, 34 Greek students and 42 Italian students. The results identify four different groups of students with diverse levels of awareness, from the most concerned to the barely worried, and shows that these schools have the potential to improve awareness. It is argued that these issues should be promoted in schools in order to improve student awareness of climate change and their perception of a brighter future in which they develop a sense of agency with regards to social change, participation in society, and social justice. 

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Author Biographies

Julia Gracia Ordóñez, Departamento de Didácticas Específicas. Universidad de Córdoba. España.

Licenciada en Traducción e Interpretación por la Universidad de Granada. Máster en Innovación e Investigación por la UNED. Experiencia docente de 18 años. Actualmente trabaja en el Instituto Nacional de Tecnologías Educativas. La línea de investigación de la tesis doctoral que desarrolla se centra en los factores que influyen en el grado de concienciación sobre sostenibilidad en centros educativos.

Jorge Alcántara Manzanares, Departamento de Didácticas Específicas. Universidad de Córdoba. España.

Profesor del Área de Didáctica de las Ciencias Experimentales del Departamento de Didácticas Específicas de la Universidad de Córdoba.

Jerónimo Torres Porras, Departamento de Didácticas Específicas. Universidad de Córdoba. España.

Licenciado y doctorado en Biología, sus principales líneas de investigación están centradas en la percepción de la ciudadanía sobre la naturaleza y en la educación ambiental, además de haber estado trabajando en la conservación de especies cinegéticas en ecosistemas mediterráneos y en biodiversidad neotropical. Imparte docencia en el Grado de Educación Infantil, en el Grado de Educación Primaria, en la Especialidad de Biología-Geología del Máster de Profesorado y en el Máster de Gestión el Patrimonio desde el municipio.

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