FROM AWARENESS TO CONCERN: A THEMATIC ANALYSIS OF MIDDLE SCHOOL STUDENTS’ VIEWS ON CLIMATE CHANGE IN TURKIYE
DOI:
https://doi.org/10.18623/rvd.v23.6074Palabras clave:
Climate Change, Environmental Education, Middle School Students, Climate Literacy, Qualitative Research, Thematic Analysis, TürkiyeResumen
Climate change is a significant global challenge that necessitates heightened environmental awareness among younger generations. This study investigated middle school students’ perspectives on climate change by examining their conceptualisations, perceived causes and effects, and primary concerns. Employing a qualitative research design, the study engaged 86 students in Türkiye, with data collected through semi-structured interviews and analysed thematically. The findings revealed that students associated climate change with disrupted seasonal cycles, global warming, and pollution. Many students identified anthropogenic causes, such as fossil fuel consumption and industrial emissions, although some confused climate with weather. Students perceived the effects of climate change to include temperature rise, drought, natural disasters, disease, biodiversity loss, and disruptions to daily life. Concerns encompassed desertification, species extinction, water scarcity, and disasters, which were influenced by local experiences and sociocultural contexts. Despite the high level of awareness, a few students exhibited indifference or uncertainty. The results suggest that students possess an emerging, yet incomplete, understanding of climate change, characterised by scientific awareness and ambiguities. This study underscores the role of education in enhancing climate literacy and fostering responsibility and citizenship. The findings have implications for curriculum developers, educators, and policymakers to strengthen climate education.
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