Beliefs, knowledge and lived experiences of the higher education institute educators in mitigating climate change
Paper Details
Beliefs, knowledge and lived experiences of the higher education institute educators in mitigating climate change
Abstract
This study aimed to evaluate the beliefs, knowledge, and lived experiences among educators of Cagayan State University in mitigating climate change. A reliable researcher-made questionnaire was used to collect data from 275 randomly selected educators in the eight (8) campuses of Cagayan State University. Results revealed that educators describe their actions in mitigating climate change as “Often” to both social (3.77) and economic (3.84) aspects, while it is deemed “Always” for their actions relevant to the environmental (4.37) aspects. It is observed that the perceived described actions of the educators based on their knowledge and lived experiences about climate change are complementing one another. That is why both social and economic aspects are answered majority as “Often”. On the other hand, the described actions of the educators to mitigate climate change on environmental aspects had surfaced to be “Always”. Thus, the previous results revealed that the educators know something about climate change, they feel worried about it and they believe climate change is happening are precursors to developing high sense of concern to the protection of our environment and ultimately developing an environment-friendly behavior among the educators of the Cagayan State University.
Ahmed KJ, Chowdhury MTA, Ahmed MNQ, Haq, SMA. 2021. Understanding Climate Change Perception of Teachers and Students: An Overview. http://dx.doi.org/10.1007/978-3-030-77259-8_20
Aydin F. 2010. Secondary school students’ perceptions towards global warming: A Phenomenographic analysis. Academic Journals 5 (12), 1566-1570.
Erten S, Karaismailoglu ES. 2018. Investigation on Environmental Awareness Level of Teachers. Research Gate 9(96), 103.
Jakobsson A, Mäkitalo A, Säljö R. 2009. Conceptions of knowledge in research on students’ understanding of the greenhouse effect: Methodological positions and their consequences for representations of knowing. Science Education 93(6), 978-995.https://doi.org/10.1002/sce.20341
Burgess J, Harrison CM, Filius P. 1998. Environmental Communication and the Cultural Politics of Environmental Citizenship. Environment and Planning A: Economy and Space 30(8), 1445-1460. https://doi.org/10.1068/a301445
Lehnert M, Fiedor D,, Frajer J, Hercik J, Jurek M. 2020. Czech students and mitigation of global warming: beliefs and willingness to take action, Environmental Education Research 26(6), 864-889, DOI: 10.1080/13504622.2019.1694140
Skamp K, Boyes E, Stanisstreet M. 2013. Beliefs and Willingness to Act About Global Warming: Where to Focus Science Pedagogy?
Capstick SB, Pigeon NF. 2014. What is climate change scepticism? Examination of the concept using a mixed methods study of the UK public. Global Environmental Change 24, 389-401.
Weintrobe S. 2013. Engaging with Climate Change: Psychoanalytic and Interdisciplinary Perspectives. Beyond the Couch Series’: The New Library of Psycho-Analysis.
Fagan M, Huang C. 2018. A Look at How People around the world view Climate Change. Pew Research Center, Spring 2018 Global Attitude Survey Q22d.
Rosen RA Guenther E. 2015. The economics of mitigating climate change: What can we know, Technological Forecasting and Social Change, 91, 93-106. https://doi.org/10.1016/j.techfore.2014.01.013.
Quirino G. Pascua (2024), Beliefs, knowledge and lived experiences of the higher education institute educators in mitigating climate change; JBES, V24, N2, February, P123-134
https://innspub.net/beliefs-knowledge-and-lived-experiences-of-the-higher-education-institute-educators-in-mitigating-climate-change/
Copyright © 2024
By Authors and International
Network for Natural Sciences
(INNSPUB) https://innspub.net
This article is published under the terms of the
Creative Commons Attribution License 4.0