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Assessing university student perceptions and comprehension of climate change (Portugal, Mexico and Mozambique)

2017-05-15Journal article Restricted access
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dc.contributor.authorMorgado, Fernando
dc.contributor.authorNicolau, Paula Bacelar
dc.contributor.authorRendon von Osten, Jaime
dc.contributor.authorSantos, Paulo
dc.contributor.authorNicolau, Leonor Bacelar
dc.contributor.authorFarooq, Harith
dc.contributor.authorAlves, Fátima
dc.contributor.authorSoares, Amadeu M. V. M.
dc.contributor.authorAzeiteiro, Ulisses
dc.date.accessioned2018-02-09T15:59:11Z
dc.date.available2018-02-09T15:59:11Z
dc.date.issued2017-05-15
dc.description.abstractHigher 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.1108/IJCCSM-08-2016-0123pt_PT
dc.identifier.urihttp://hdl.handle.net/10400.2/7108
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherEmerald Group Publishing Limitedpt_PT
dc.subjectPerceptionspt_PT
dc.subjectClimate changept_PT
dc.subjectAttitudes and behaviourspt_PT
dc.subjectMexicopt_PT
dc.subjectPortugalpt_PT
dc.subjectMozambiquept_PT
dc.titleAssessing university student perceptions and comprehension of climate change (Portugal, Mexico and Mozambique)pt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage336pt_PT
oaire.citation.startPage316pt_PT
oaire.citation.titleInternational Journal of Climate Change Strategies and Managementpt_PT
oaire.citation.volumeVol. 9, nº 3pt_PT
person.familyNameNicolau
person.familyNameNicolau
person.familyNameAlves
person.familyNameAzeiteiro
person.givenNamePaula Bacelar
person.givenNameLeonor Bacelar
person.givenNameFátima
person.givenNameUlisses
person.identifierhttps://scholar.google.com/citations?hl=pt-PT&user=WWFc0MkAAAAJ
person.identifier2516843
person.identifier90893
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person.identifier.ciencia-id1C13-105A-FF3A
person.identifier.orcid0000-0001-5940-5131
person.identifier.orcid0000-0003-0421-1262
person.identifier.orcid0000-0003-2600-8652
person.identifier.orcid0000-0002-5252-1700
person.identifier.ridC-5030-2014
person.identifier.ridC-5933-2008
person.identifier.scopus-author-id6507462575
person.identifier.scopus-author-id14519023400
person.identifier.scopus-author-id6603109821
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
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