Water and Climate Change, Two Key Objectives in the Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts
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Título: | Water and Climate Change, Two Key Objectives in the Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts |
Autor/a: | Escoz Roldán, Amor Gutiérrez Pérez, José Meira Cartea, Pablo Ángel |
Centro/Departamento: | Universidade de Santiago de Compostela. Departamento de Pedagoxía e Didáctica |
Palabras chave: | Water | Climate change | Territorial context | Sustainable Development Goals | Agenda 2030 | University students | Climate literacy | Social representation | |
Data: | 2020 |
Editor: | MDPI |
Cita bibliográfica: | Escoz-Roldán, A.; Gutiérrez-Pérez, J.; Meira-Cartea, P.Á. Water and Climate Change, Two Key Objectives in the Agenda 2030: Assessment of Climate Literacy Levels and Social Representations in Academics from Three Climate Contexts. Water 2020, 12, 92 |
Resumo: | The relationship between climate change and water is an obvious and key issue within the United Nations Sustainable Development Goals. This study aims to investigate the social representation created around this relationship in three different territorial contexts in order to evaluate the influence of the territory on the perception of the risk of climate change and its relationship with water. By means of a questionnaire completed by 1709 university students, the climatic literacy of the individual was evaluated in order to relate it to other dimensions on the relationship between climate change and water (information, training previous on climate change and pro-environmental attitudes) in their different dimensions in three different territorial contexts. Three hypotheses have been tested: (1) The denial of the CC is significantly associated with a representation that belittles the consequences of global warming and other extreme phenomena. (2) Territorial contexts with high average rainfall levels and low average annual temperatures tend to minimize the social representation of water risks associated with the CC. (3) There is significant interaction between the socio-cultural context and social representations on the causes, consequences and solutions to the problems of CC and water. The first two hypotheses have been rejected, while the third has been accepted. The research results show high climate literacy in the samples of selected university students. It is noted that students recognize a close relationship between the problem of water and the climate crisis. Likewise, they identify different types of causes, consequences, physical processes and solutions. Different climatological contexts do not show significant differences in the social representations that students show about climate change, while socio-educational variables such as available scientific information, or ideology orientation do show significant differences |
Versión do editor: | https://doi.org/10.3390/w12010092 |
URI: | http://hdl.handle.net/10347/21956 |
DOI: | 10.3390/w12010092 |
E-ISSN: | 2073-4441 |
Dereitos: | © 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/) |
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© 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/)
© 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/)
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