Climate Change and Extreme Weather Events in the Education of the Citizens of the Twenty-First Century: The Perception of Secondary Education Students

Esther Sánchez-Almodóvar, Isabel María Gómez-Trigueros () and Jorge Olcina-Cantos
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Esther Sánchez-Almodóvar: Laboratory of Climatology, Interuniversity Institute of Geography, University of Alicante, 03690 San Vicente del Raspeig, Spain
Isabel María Gómez-Trigueros: Department of General Didactics and Specific Didactics, Faculty of Education, University of Alicante, 03690 San Vicente del Raspeig, Spain
Jorge Olcina-Cantos: Laboratory of Climatology, Interuniversity Institute of Geography, University of Alicante, 03690 San Vicente del Raspeig, Spain

Social Sciences, 2022, vol. 12, issue 1, 1-18

Abstract: Within the current context of climate emergency, the topic of climate change has become more prominent in secondary education in Spain. However, in general, conceptual confusions arise which should be clarified due to the social importance of climate issues. The objectives of this study, focused on third and fourth year students of ESO (Obligatory Secondary Education) in state schools in a town in the province of Alicante (Region of Valencia, Spain), seek to reveal the perception of the students regarding climate change and extreme weather events, in accordance with the subject in which these contents are taught; and to analyse whether the students have acquired a basic knowledge of the topic at the end of their secondary education. In order to fulfil these objectives, a non-experimental, descriptive, cross-sectional and survey-based correlational study has been conducted. The sample was made up of 784 students, surveyed during the academic year 2021–2022. The results indicate that the principal subject in which climate change is taught is Geography and History. The students consider that climate change is a threat to human beings and believe that anthropogenic action is the principal cause. They also perceive an increase in extreme weather events, although it is necessary to qualify this aspect. Therefore, this study defends the need to address this topic in the third and fourth years of ESO, as it is one of the major challenges faced by society and one in which students should be educated within the framework of the 2030 Agenda and the Sustainable Development Goals (SDGs).

Keywords: climate change; natural risks; Obligatory Secondary Education; 2030 Agenda; SDGs (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2022
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