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Perceções das alterações climáticas pelos alunos do ensino superior: conhecimentos, crenças e compreensão
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Abstract(s)
Este trabalho teve como objetivo avaliar o nível de literacia climática sobre alterações climáticas entre os alunos do ensino superior do Instituto Politécnico de Bragança. A problemática abordada centra-se na crise climática atual, que exige níveis elevados de literacia climática para mitigar um dos maiores desafios do século XXI, afetando os estudantes do ensino superior futuros profissionais com um papel crucial na mitigação desta crise. O estudo adotou uma abordagem quantitativa, com análise estatística descritiva e inferencial, envolvendo variáveis como idade, sexo, formação no ensino secundário e religião. Os resultados demonstram que, face à urgência em mitigar as alterações climáticas, os níveis de literacia climática entre os estudantes ainda são insuficientes. Não foram identificadas diferenças significativas nas variáveis idade e sexo; no entanto, observaram-se diferenças associadas à religião e à formação secundária dos participantes. Dada a gravidade e a urgência da crise climática, é essencial que a escola promova uma formação mais robusta de cidadãos conscientes, capacitando-os para agir de forma eficaz perante os desafios das alterações climáticas.
This study aimed to assess the level of climate literacy and perceptions of climate change among higher education students at the Polytechnic Institute of Bragança. The problem addressed focuses on the current climate crisis, which requires high levels of climate literacy in the population, representing one of the greatest challenges of the 21st century. The literature shows that society's consumerism is straining ecosystems, and higher education students are future professionals with a crucial role in mitigating this crisis. The study adopted a quantitative approach, with descriptive and inferential statistical analysis, involving variables such as age, gender, secondary education, and religion. The results show that, given the urgency of mitigating climate change, levels of climate literacy among students are still insufficient. No significant differences were identified in the age and gender variables; however, differences were observed in the religion and secondary education of the participants. Given the seriousness and urgency of the climate crisis, schools must promote a more robust formation of aware citizens, enabling them to act effectively in the face of the challenges of climate change.
This study aimed to assess the level of climate literacy and perceptions of climate change among higher education students at the Polytechnic Institute of Bragança. The problem addressed focuses on the current climate crisis, which requires high levels of climate literacy in the population, representing one of the greatest challenges of the 21st century. The literature shows that society's consumerism is straining ecosystems, and higher education students are future professionals with a crucial role in mitigating this crisis. The study adopted a quantitative approach, with descriptive and inferential statistical analysis, involving variables such as age, gender, secondary education, and religion. The results show that, given the urgency of mitigating climate change, levels of climate literacy among students are still insufficient. No significant differences were identified in the age and gender variables; however, differences were observed in the religion and secondary education of the participants. Given the seriousness and urgency of the climate crisis, schools must promote a more robust formation of aware citizens, enabling them to act effectively in the face of the challenges of climate change.
Description
Keywords
alterações climaticas educação escola ensino literacia climatica
Pedagogical Context
Citation
Semedo, José; Ramos, Ricardo (2025). Perceções das alterações climáticas pelos alunos do ensino superior: conhecimentos, crenças e compreensão. In IX Encontro International de Formação na Docência. Bragança: Instituto Politécnico. p. 95-102. ISBN 978-972-745-354-2
Publisher
Instituto Politécnico de Bragança