Knowledge and perception of Spanish school children of climate change

ABSTRACT

One topic that is currently playing a major role in education is climate change, given its implications for raising awareness and training in present and future society. The objectives of this research are to analyse the knowledge of Spanish school children (Primary, Secondary Education and Baccalaureate) studying Social Sciences and/or Geography in terms of climate change, the causes and consequences that they identify and the effects that they perceive in their daily lives. For a sample of 1328 students surveyed between the academic year 2020–2021 and 2022–2023, the results indicate that the majority believe that climate is changing (75.0%) and the main origin of this phenomenon is pollution (46.5%). With respect to the consequences, they principally identify the increase and changes in temperatures (54.3%), and with regards the perceived effects, more than half (60.0%) perceive an increase and change in the temperature. In conclusion, the study determines what students know about this global phenomenon and whether it coincides with their experiences. This is of utmost importance due to implications it has for the education system and training the youngest cohorts about climate change.

KEYWORDS:

• Climate change
• school
• social sciences
• geography

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the ICE Research Network Programme for University Teaching, financed by the Vice Rectorate of Digital Transfer (University of Alicante) (‘La gamificación como recurso innovador para la enseñanza de la Geografía. Potencialidad y propuestas del alumnado para su implementación’) (REDES-I3CE-2021-5422).