Abstract

Climate change is the most serious environmental, social, and economic problem humanity is currently facing. Education is a fundamental pillar for societies in their efforts to address climate change, as stated in Article 12 of the Paris Agreement. In view of this imperative, the need to develop a Climate Change Education (CCE) plan that would be up to the challenge arose in the field of educational research. The guidelines for such a task are based on the study of four educational factors: the students, the teachers, the teaching and learning strategies and methods, and the goals of education. Research on these factors is abundant; nevertheless, there is a lack of these studies concerning Africa. Here, we present an exploratory study which focuses on students in Pemba (Mozambique) and aims to be the first step in the exploration and development of a basis for CCE in this country. We employed a questionnaire consisting of 38 closed-end items which was administered to 256 Mozambican students (aged 16–18). Findings suggest that students declared a limited knowledge about climate change, erroneous beliefs about the anthropogenic causes of climate change, and low levels of responsibility and risk perception. Further progress in the development of CCE in Mozambique would require future research to explore other educational factors with the aim of building a more accurate image of the educational reality of climate change in this country.

摘要

气候变化是人类当前面临的最严重的环境、社会和经济问题。正如《巴黎协定》第 12 条所述，教育是社会努力应对气候变化的基本支柱。鉴于这一紧迫性，在教育研究领域出现了制定应对挑战的气候变化教育 (CCE) 计划的必要性。此类任务的指导方针基于对四个教育因素的研究：学生、教师、教学策略和方法以及教育目标。对这些因素的研究很丰富；然而，缺乏这些关于非洲的研究。这里，我们提出了一项探索性研究，重点关注奔巴岛（莫桑比克）的学生，旨在成为探索和发展该国 CCE 基础的第一步。我们采用了一份由 38 个封闭式项目组成的问卷，对 256 名莫桑比克学生（16-18 岁）进行了问卷调查。调查结果表明，学生宣称对气候变化的了解有限，对气候变化的人为原因的错误信念，以及低水平的责任和风险认知。莫桑比克 CCE 发展的进一步进展将需要未来的研究来探索其他教育因素，以便更准确地了解该国气候变化的教育现实。我们采用了一份由 38 个封闭式项目组成的问卷，对 256 名莫桑比克学生（16-18 岁）进行了问卷调查。调查结果表明，学生宣称对气候变化的了解有限，对气候变化的人为原因的错误信念，以及低水平的责任和风险认知。莫桑比克 CCE 发展的进一步进展将需要未来的研究来探索其他教育因素，以便更准确地了解该国气候变化的教育现实。我们采用了一份由 38 个封闭式项目组成的问卷，对 256 名莫桑比克学生（16-18 岁）进行了问卷调查。调查结果表明，学生宣称对气候变化的了解有限，对气候变化的人为原因的错误信念，以及低水平的责任和风险认知。莫桑比克 CCE 发展的进一步进展将需要未来的研究来探索其他教育因素，以便更准确地了解该国气候变化的教育现实。