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Perceções de alunos do ensino superior sobre alterações climáticas: conhecimentos, crenças, compreensão
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As alterações climáticas representam um dos desafios mais prementes do século XXI, exigindo níveis elevados de alfabetização climática para uma resposta eficaz. Esta dissertação investiga as perceções dos estudantes do ensino superior sobre as alterações climáticas. O estudo centra-se na problemática da crise climática e debruça-se na necessidade de dotar os futuros profissionais de competências específicas para enfrentar o desafio das alterações climáticas. Os objetivos são (i) verificar as perceções sobre alterações climáticas dos alunos do Instituto Politécnico de Bragança, (ii) verificar se essas perceções variam em função das variáveis como sexo, curso de secundário e religião.
Metodologicamente, apresenta-se uma abordagem quantitativa, baseada em análise estatística descritiva e inferencial. O questionário foi aplicado entre abril e maio de 2024, com todas as questões éticas salvaguardadas, incluindo a validação por dois profissionais, um deles especializado em educação ambiental, e a aprovação da Comissão de Ética do Instituto Politécnico de Bragança (Processo nº 525487). O questionário incluiu um consentimento informado, garantindo anonimato e confidencialidade dos dados, participando de forma voluntária e anónima. Os dados foram exportados para uma base de dados e analisados com os softwares IBM SPSS v27.0 e Jamovi v2.3. O teste de Shapiro-Wilk indicou que os dados não seguem uma distribuição normal (p < 0,05), sendo aplicados testes não-paramétricos: Mann-Whitney U para comparar respostas em função do sexo; Coeficiente de correlação de Spearman para analisar a relação com a idade; Kruskal Wallis para verificar diferenças associadas ao curso de secundário e religião. Segue-se a análise dos resultados com base nas variáveis estudadas. Os resultados indicam que, apesar da consciência geral sobre a crise climática, persistem lacunas importantes nos conhecimentos científicos específicos. Não foram encontradas diferenças estatisticamente significativas quanto à idade e ao sexo dos participantes; no entanto, verificaram-se variações relevantes associadas à formação no ensino secundário e à religião. Esses fatores podem ser indicadores ou predisposições sobre a forma como os estudantes compreendem e interpretam as alterações climáticas. Diante destes resultados, destaca-se a necessidade de uma integração mais eficaz de conteúdos sobre sustentabilidade ambiental nos currículos do ensino superior. A formação académica deve capacitar os estudantes para um entendimento crítico e fundamentado da crise climática, promovendo cidadãos mais conscientes e preparados para agir na mitigação de seus impactes
Climate change represents one of the most pressing challenges of the 21st century, requiring high levels of climate literacy for an effective response. This dissertation investigates higher education students' perceptions of climate change by analyzing their knowledge, expertise, and understanding of the subject. The study focuses on the issue of the climate crisis and the need to equip future professionals with specific skills to face this challenge. The main objective is to assess the perceptions of climate change among students at the Polytechnic Institute of Bragança, identifying factors that influence their perception of the causes and consequences of the climate crisis. Methodologically, a quantitative approach is presented based on descriptive and inferential statistical analysis. Variables such as age, gender, high school education, and religion were considered to understand student climate literacy differences. The questionnaire was applied between April and May 2024, with all ethical issues protected, including validation by two professionals, one specialized in environmental education, and approval by the Ethics Committee of the Polytechnic Institute of Bragança (Process No. 525487). The questionnaire included a free and informed consent form, guaranteeing anonymity and confidentiality of the data. Students received a link to Google Forms, participating voluntarily and anonymously. Data were exported to a database and analyzed with IBM SPSS v27 software. 0 and Jamovi v2. 3 using descriptive and inferential statistics. The Shapiro-Wilk test indicated that the data did not follow a normal distribution (p < 0.05), and non-parametric tests were applied: Mann-Whitney U to compare responses according to sex; Spearman's correlation coefficient to analyze the relationship with age; Kruskal Wallis to verify differences associated with high school course and religion. The analysis of the results based on the variables studied follows. The results indicate that despite general awareness of the climate crisis, important gaps in specific scientific knowledge persist. No statistically significant differences were found regarding the age and sex of the participants; however, there were relevant variations associated with secondary education and religion. These factors appear to influence how students understand and interpret climate change. Given these results, the need for more effective integration of content on environmental sustainability into higher education curricula stands out. Academic training must give students a critical and well-founded understanding of the climate crisis, promoting more aware citizens who are prepared to act to mitigate its impacts.
Climate change represents one of the most pressing challenges of the 21st century, requiring high levels of climate literacy for an effective response. This dissertation investigates higher education students' perceptions of climate change by analyzing their knowledge, expertise, and understanding of the subject. The study focuses on the issue of the climate crisis and the need to equip future professionals with specific skills to face this challenge. The main objective is to assess the perceptions of climate change among students at the Polytechnic Institute of Bragança, identifying factors that influence their perception of the causes and consequences of the climate crisis. Methodologically, a quantitative approach is presented based on descriptive and inferential statistical analysis. Variables such as age, gender, high school education, and religion were considered to understand student climate literacy differences. The questionnaire was applied between April and May 2024, with all ethical issues protected, including validation by two professionals, one specialized in environmental education, and approval by the Ethics Committee of the Polytechnic Institute of Bragança (Process No. 525487). The questionnaire included a free and informed consent form, guaranteeing anonymity and confidentiality of the data. Students received a link to Google Forms, participating voluntarily and anonymously. Data were exported to a database and analyzed with IBM SPSS v27 software. 0 and Jamovi v2. 3 using descriptive and inferential statistics. The Shapiro-Wilk test indicated that the data did not follow a normal distribution (p < 0.05), and non-parametric tests were applied: Mann-Whitney U to compare responses according to sex; Spearman's correlation coefficient to analyze the relationship with age; Kruskal Wallis to verify differences associated with high school course and religion. The analysis of the results based on the variables studied follows. The results indicate that despite general awareness of the climate crisis, important gaps in specific scientific knowledge persist. No statistically significant differences were found regarding the age and sex of the participants; however, there were relevant variations associated with secondary education and religion. These factors appear to influence how students understand and interpret climate change. Given these results, the need for more effective integration of content on environmental sustainability into higher education curricula stands out. Academic training must give students a critical and well-founded understanding of the climate crisis, promoting more aware citizens who are prepared to act to mitigate its impacts.
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Alterações climáticas Educação Estudante de ensino superior Escola Ensino Literacia climática