Browsing by Author "Santos, Paulo"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
- Assessing university student perceptions and comprehension of climate change (Portugal, Mexico and Mozambique)Publication . Morgado, Fernando; Nicolau, Paula Bacelar; Rendon von Osten, Jaime; Santos, Paulo; Nicolau, Leonor Bacelar; Farooq, Harith; Alves, Fátima; Soares, Amadeu M. V. M.; Azeiteiro, UlissesHigher education system has a critical role to play in educating environmentally aware and participant citizens about global climate change (CC). And, as shown by the 21st Conference of the Parties of the UN Convention on Climate Change – COP 21, held in Paris in December 2015, there is still a path to be followed regarding the role played by universities in the negotiations and in influencing decision-making on a matter of such global importance. The purpose of this first study conducted within Portuguese (Europe), Mexican (Spanish-speaking North America University) and Mozambican (Africa) universities is to investigate higher education system students’ perceptions on CC. Design/methodology/approach The data were collected through a questionnaire aiming at characterising students from the socio-demography, and from their perceptions, motivations, attitudes and knowledge relating to the topic of CC. Statistical analysis was used to compare and characterise the three national groups under study. Findings This study did not show significant perception differences among the analysed subsamples, although there was a tendency for Mexican students to express lesser belief that CC was happening, and for Mozambicans to show a greater belief in CC issues and motivation to mitigate its effects which may be related to the specifics contexts. The results show that relevant differences among nationalities mostly concerned the magnitude of choices (e.g. most respondents of each nationality expressed interest in CC issues, but the magnitude of this expression differed according to nationality). The principal component analysis (second and third components) clearly embodied nationality profiles (discussed in the context of different cultures, educational structures and CC impacts). Research limitations/implications Further research is warranted to understand the integration of CC into higher education curriculum to improve and target educational efforts to suit students’ needs. Practical implications How CC perceptions vary cross-nationally and how research studies that examine the integration of CC into higher education curriculum are areas for which more research is needed. Originality/value The results highlight the importance of socio-cultural dimensions of each country in relation to the understanding or perception of CC issues, namely, in what concerns aspects related with gender roles, age, active learning and citizenship. This study’s data evidenced that despite the surveyed students being familiarized with CC phenomena, this knowledge does not translate necessarily into concrete mitigation practices and behaviours.
- Education, capacity building and public awareness for including ecosystem services in coastal managementPublication . Azeiteiro, Ulisses; Widmer, Walter; Alves, Fátima; Santos, Paulo; Meira-Cartea, Pablo; Gröndahl, Fredrik; Leal Filho, Walter; Pardal, Miguel
- Literacia ambiental no ensino secundárioPublication . Cordeiro, Felicidade; Pedro, Ana; Moura, Ana Pinto de; Santos, Paulo; Azeiteiro, UlissesO principal objetivo deste estudo foi aferir a Literacia Ambiental nos alunos à saída do Ensino Secundário. Pretendeu-se, com a aplicação de um questionário, determinar até que ponto a aposta em Educação Ambiental na Escola Secundária de Santa Maria (Sintra), se tem traduzido tanto em novos conhecimentos quanto em novas atitudes, que uma vez adquiridos se integram e interrelacionam com o conhecimento prévio que o aluno possui. Os resultados obtidos permitiram verificar que ações ambientais promovidas durante a Educação Não Formal e Informal se refletem tanto em melhores desempenhos no Conhecimento Escolástico quanto nas Atitudes (apesar destas apresentarem piores resultados). O Conhecimento Informal apresentou desempenhos inferiores ao Conhecimento Escolástico e às Atitudes, refletindo a natureza da Comunidade onde os alunos estavam inseridos e a importância que esta atribui ao Ambiente. Mas, foram os alunos oriundos de agregados familiares com uma escolarização igual ou inferior ao nono ano que exibiram melhores Atitudes Ambientais e maiores desempenhos em Conhecimento Informal e Atitudes em contraste com os alunos provenientes de agregados familiares com formação de nível superior (Mestrado e Doutoramento). No Ensino Secundário, quanto mais jovens são os alunos melhores desempenhos evidenciam em Conhecimentos Escolásticos, e, são os mais velhos que mostram melhores Atitudes, o que corresponde a uma maior integração na sociedade como pré-adultos.