Empowering Youth for a Sustainable Future: Climate Change Awareness and Education in Higher Secondary Schools of Kerala, India
持続可能な未来のための若者のエンパワーメント：インド・ケララ州の高等学校における気候変動意識と教育 (AI 翻訳)
Sreelu Sreepadi, Jayarajan Kunnampalli
🤖 gxceed AI 要約
日本語
インド・ケララ州の高校生を対象に、気候変動教育の効果を評価。240校から1,514人のデータを収集し、気象観測所データの活用や災害経験が意識向上に有効であることを示した。局地的データのカリキュラム統合が気候リテラシーを高める。
English
This study evaluates climate change education programs in higher secondary schools in Kerala, India, using survey data from 1,514 students across 240 schools. It finds that direct disaster experience and classroom use of weather station data significantly enhance climate awareness and engagement, advocating for localized data integration in curricula.
Unofficial AI-generated summary based on the public title and abstract. Not an official translation.
📝 gxceed 編集解説 — Why this matters
日本のGX文脈において
日本の気候変動教育においても、地域の気象データを活用した実践的な学習は有効と考えられる。特に、気象観測所の整備や防災教育との連携に示唆を与える。
In the global GX context
This paper provides empirical evidence on the effectiveness of localized climate data in education, relevant for global efforts to enhance youth climate literacy. It underscores the need for monitoring infrastructure and technology-based education, aligning with UNESCO's climate education goals.
👥 読者別の含意
🔬研究者:Provides rigorous evidence on the role of experiential learning in climate education, useful for designing future interventions.
🏢実務担当者:Offers practical insights for schools and curriculum developers on integrating weather station data to boost student engagement.
🏛政策担当者:Highlights the importance of investing in monitoring infrastructure and formal climate education, supporting sustainable development goals.
📄 Abstract（原文）
Climate change education is crucial for sustainable development and informed environmental decision-making, particularly in highly climate-sensitive contexts such as Kerala, India. Formalizing education to strengthen student awareness is important. Nonetheless, experiential and data-driven approaches are not yet adequately integrated into school systems. This study aims to evaluate the effectiveness of climate change education programs in enhancing awareness, understanding, and engagement among higher secondary school students in Kerala. The study used a random sampling method mixed with methodologies from all 14 districts. Between December 2023 and May 2024, data were collected from 240 government schools with weather stations, using a structured questionnaire that elicited responses from 1,514 students, and were supported by multivariate analysis. The findings identified three key dimensions: perceived climate change impacts and disaster experience, climate change awareness and education, and the influence of weather station data on student engagement. The perception levels among students with direct experience of the disaster were significantly higher than those of students with no exposure. The three components accounted for 31.48%, 21.89%, and 18.59% variance, respectively. Noticing changes in the weather (0.99), knowledge of the climate (0.96), and climate education (0.95) exhibited high factor loadings. Classroom use of weather station data was more effective in engaging students and helping them understand than informal use. The study concludes that incorporating localized climate data into the curriculum enhances students’ climate literacy. The need for improved monitoring infrastructure and technology-based education to support more effective climate education and sustainable youth participation is emphasized.
🔗 Provenance — このレコードを発見したソース
- openalex https://doi.org/10.69606/geography.v4i2.488first seen 2026-06-21 05:01:15
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