認識と行動の架け橋：高等教育の学生は気候変動をどう捉えているか

Unofficial AI-generated summary based on the public title and abstract. Not an official translation.

🔬研究者:Provides empirical data on student climate perceptions useful for education research.

🏢実務担当者:Universities can use findings to design climate literacy programs and targeted outreach.

🏛政策担当者:Informs higher education policy on integrating climate competencies across disciplines.

Universities can build climate literacy and foster student participation in mitigation and adaptation, yet evidence that directly informs curriculum and pedagogy remains limited. This study examined university students’ perceptions of climate change occurrence and attribution, their level of concern, and their intended involvement in mitigation and adaptation. A cross-sectional survey captured responses from 1,002 students and included measures of perceived occurrence and causes of climate change, perceived risk, and intention to engage in mitigation and adaptation activities. Analyses included descriptive statistics, independent-samples t-tests, one-way analysis of variance, and multiple regression. Results indicated generally moderate awareness of climate change and high concern about associated risks. A smaller subgroup reported low awareness and low concern. These findings suggest curricular strategies that enhance climate literacy, foster evidence-based reasoning about mechanisms and impacts, and provide structured opportunities for practice-oriented action, with targeted outreach to students who exhibit low awareness. The study advances understanding of student perceptions that matter for course and program design. It outlines actionable directions for universities that seek to embed climate competencies across general education and discipline-specific pathways.

• openalex https://doi.org/10.29333/ejmste/19094first seen 2026-08-28 04:35:22