Finnish University Students’ Views on Climate Change Education and Their Own Ability to Act as Climate Educators

Eija Yli-Panula,Sanna Mäki,Salla Koskinen,Eila Jeronen

doi:10.3390/educsci12030169

Eija Yli-Panula, Sanna Mäki + Show 2 more

Open Access

https://doi.org/10.3390/educsci12030169

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Journal: Education sciences	Publication Date: Feb 28, 2022
Citations: 8	License type: CC BY 4.0

Affiliation: University of Turku, University of Oulu

Abstract

Climate change (CC) has widespread impacts on human and natural systems and thus threatens the future of contemporary youths. Only a few studies on climate change education (CCE) have been published in Finland, and no research has been conducted on upper secondary education. Thus, this study investigated Finnish university students’ views on CCE in upper secondary schools. According to them, the most common goals in CCE are increasing and structuring knowledge, developing thinking skills, and encouraging action both today and in the future. The respondents considered preconceived notions and opinions stemming from their inner circles, the media, and social debate to be the most difficult factor in teaching about CC. CCE was perceived to provide either a weak or relatively weak capacity to follow a climate-friendly lifestyle. By increasing and diversifying teaching and strengthening multidisciplinarity, climate-friendly lifestyles can be improved. The respondents’ views on current and future CCE differed most clearly concerning motivation and inclusion, which are not prevalent in contemporary teaching. The results indicate, however, that the university students were motivated to increase and develop CCE, and according their answers, their own capacity to address different aspects of CCE was relatively good.

Highlights

In the fifth report of the Intergovernmental Panel on Climate Change [1], it is stated thatTHE human influence on the global climate system is clear and that current anthropogenic emissions of greenhouse gases are the highest in history
Some studies have shown that young people are anything but enthusiastic about working on this issue and even less knowledgeable and motivated than adults [2,3], while other studies have found that leadership or other pro-climate activism has created a positive attitude among students towards climate action (Budziszewska, and Głódz, 2021 and Mac Kay et al, 2020 [4,5])
Half of the respondents justified their views of the current state of Climate Change Education (CCE) by referring to their own experiences in upper secondary school or to those of friends in their inner circle

Summary

Introduction

In the fifth report of the Intergovernmental Panel on Climate Change [1], it is stated that. THE human influence on the global climate system is clear and that current anthropogenic emissions of greenhouse gases are the highest in history. It is stated that climate change (CC) has widespread adverse impacts on human and natural systems. In order for young people to protect their future, they must be sufficiently informed about climate science and motivated to curb CC. Some studies have shown that young people are anything but enthusiastic about working on this issue and even less knowledgeable and motivated than adults [2,3], while other studies have found that leadership or other pro-climate activism has created a positive attitude among students towards climate action (Budziszewska, and Głódz, 2021 and Mac Kay et al, 2020 [4,5]). Education, teaching, and guidance are all ways to influence the knowledge, skills, values, and attitudes of people of all ages and, their behavior and thinking [6,7]

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