Abstract
Climate change poses existential threats to humanity and intergenerational injustice, making it crucial to prepare young people to encounter the more atrocious consequences of climate changes. Education plays a pivotal role in equipping youth with the knowledge, skills, and attitudes necessary to respond to this global challenge and empowering them as agents of change. A learner-centred approach to climate change education (CCE) is essential, as it requires understanding the existing conceptions of climate change among students. However, limited studies have explored these conceptions among adolescents in the Global South, particularly in Southeast Asia. This study surveys 4,501 upper-secondary students across four municipalities in Indonesia, examining their cognitive, affective, and behavioural dimensions of climate change conceptions. Cluster analysis revealed three distinct groups: the Uncertain (26%), the Learners (46.7%), and the Advocates (27.3%), each displaying varying levels of engagement with climate change. Multiple linear regression analysis identified significant factors influencing students’ conceptions, including past climate experiences, grade levels, religion, ethnicity, and personal values. The findings indicate that students’ cognitive conceptions are lower compared to their affective and behavioural responses, highlighting the need to strengthen their knowledge while leveraging their emotional engagement and willingness to act. These insights provide valuable guidance for designing climate change education that fosters holistic engagement and caters to diverse learner profiles, particularly in the context of the Global South.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Human Impacts and Responsibility
KEYWORDS
Climate Change Education, Climate Change Conceptions, Youth, Indonesia
