Climate change adaptation and mitigation at individual level: knowledge and attitudes among school teachers in Kalutara district

C. Rupasinghe, S. De Silva Weliange
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Abstract

Purpose Climate change is the biggest global health threat of the 21st century. Its impacts scatter through every stratum of society placing the marginalized clusters at the highest vulnerability and calling for action at all levels. Adaptation enhances resilience, whereas mitigation minimizes the anthropogenic forces of climate change; these are crucial initiatives for climate-resilient sustainable development. The aim of this study was to determine the knowledge and attitudes on climate change adaptation and mitigation at individual level and assess related factors. Design/methodology/approach A descriptive study is done to assess the knowledge and attitudes of school teachers in three educational zones of the Kalutara district using random cluster sampling. A self-administered questionnaire including 25 equally weighted questions to assess knowledge and 10 statements to assess attitudes was used. Findings The response rate was 98.8% [n = 618] and 23% of the study population had poor knowledge of climate change adaptation and mitigation at the individual level. Favorable attitudes were observed among more than 65% of participants for all the statements on climate change adaptation and mitigation. Average family income, working duration, involvement in school environmental societies and highest education qualification showed a significant positive association, whereas age and current grade had a significant negative association with good knowledge. The level of knowledge had no significant variation among male and female teachers. Originality/value Overall knowledge was poor among more than 20% of the teachers highlighting the need for school and community-based awareness programs to be implemented to address the issue.
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个人层面的气候变化适应和减缓:卡卢塔拉地区学校教师的知识和态度
气候变化是21世纪最大的全球健康威胁。它的影响分散在社会的每一个阶层,使边缘群体处于最易受伤害的境地,并要求在各级采取行动。适应可增强复原力,而减缓可最大限度地减少气候变化的人为力量;这些都是气候适应型可持续发展的关键举措。本研究的目的是确定个人对气候变化适应和减缓的认识和态度,并评估相关因素。设计/方法/方法采用随机整群抽样的方法,对Kalutara地区三个教育区学校教师的知识和态度进行了描述性研究。使用了一份自我管理的问卷,其中包括25个同等权重的问题来评估知识和10个陈述来评估态度。结果:应答率为98.8% [n = 618], 23%的研究人群在个人层面上对气候变化适应和减缓的认识较差。65%以上的与会者对所有关于适应和减缓气候变化的发言持赞成态度。家庭平均收入、工作时间、参加学校环境社团和最高学历与良好知识水平呈显著正相关,而年龄和当前年级与良好知识水平呈显著负相关。男女教师的知识水平差异不显著。创意/价值超过20%的教师整体知识贫乏,强调需要实施学校和社区意识计划来解决这个问题。
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来源期刊
CiteScore
3.40
自引率
6.20%
发文量
49
期刊最新文献
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