Climate change knowledge, concerns and experiences in secondary school learners in South Africa.

GAP year South Africa climate change education global warming impact knowledge secondary schools youth

Journal

Jamba (Potchefstroom, South Africa)
ISSN: 1996-1421
Titre abrégé: Jamba
Pays: South Africa
ID NLM: 101606753

Informations de publication

Date de publication:
2022
Historique:
received: 17 05 2021
accepted: 11 03 2022
entrez: 11 7 2022
pubmed: 12 7 2022
medline: 12 7 2022
Statut: epublish

Résumé

Climate change poses a major threat to the future of today's youth. Globally, young people are at the forefront of climate change activism. Their ability to engage, however, depends on the level of knowledge of climate change and concern about the topic. We sought to examine levels of knowledge and concerns about climate change among youth in South Africa, and their experiences of heat exposure. Ten questions on climate change knowledge, concerns and experiences were nested within a cross-sectional survey conducted in a cluster randomised trial among 924 secondary school learners in 14 public schools in low-income Western Cape areas. Learners' mean age was 15.8 years and they were predominately female. While 72.0% of respondents knew that climate change leads to higher temperatures, only 59.7% agreed that human activity is responsible for climate change, and 58.0% believed that climate change affects human health. Two thirds (68.7%) said that climate change is a serious issue and 65.9% indicated action is needed for prevention. Few learners indicated climate change events had affected them, although many reported difficulties concentrating during hot weather (72.9%). Female learners had lower knowledge levels than male learners, but more frequent heat-related symptoms. Learners scoring high on knowledge questions expressed the most concern about climate change and had the highest heat impacts. Many youth seem unaware that climate change threatens their future. Heat-related symptoms are common, likely undermining educational performance, especially as temperatures escalate. More is needed to mainstream climate change into South African school curricula.

Identifiants

pubmed: 35812831
doi: 10.4102/jamba.v14i1.1162
pii: JAMBA-14-1162
pmc: PMC9257758
doi:

Types de publication

Journal Article

Langues

eng

Pagination

1162

Informations de copyright

© 2022. The Authors.

Déclaration de conflit d'intérêts

A.K., M.F.C., N.N., F.S. and S.M. hold investments in the fossil fuel industry through their pension funds. The University of the Witwatersrand holds investments in the fossil fuel industry through their endowments and other financial reserves.

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Auteurs

Alison Kutywayo (A)

Wits Reproductive Health and HIV Institute, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.

Matthew Chersich (M)

Wits Reproductive Health and HIV Institute, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.

Nicolette P Naidoo (NP)

Wits Reproductive Health and HIV Institute, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.

Fiona Scorgie (F)

Wits Reproductive Health and HIV Institute, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.

Likho Bottoman (L)

Director Social Cohesion and Equity in Education, Department of Basic Education, Pretoria, South Africa.

Saiqa Mullick (S)

Wits Reproductive Health and HIV Institute, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.

Classifications MeSH