Perceived indicators of climate change in Tanzania: insights from the university of Dodoma students.

Abstract

Background: Understanding local communities' knowledge and insights is essential for developing effective mitigation and adaptation strategies for climate change. The young generation often brings new perspectives on climate change, demonstrating a growing awareness of its impacts and innovative ideas for sustainable solutions. By engaging youth in climate action we foster future leadership, empowering them as active participants in shaping long-term climate resilience. Higher education plays a pivotal role in raising awareness about climate change and fostering environmentally responsible behaviour among citizens. Thus, the study assessed climate change indicators in Tanzania by gathering insights from university students, leveraging their understanding of the local challenges posed by climate change.

Results: Out of the 486 sampled students, 80% were aware of climate change and could identify its indicators in their home regions. The primary perceived indicators of climate change reported by the respondents included increasing temperatures, crop failures, and the disappearance of native plant species. Respondents from the coastal zone ranked rising temperatures and increased rainfall as the most significant indicators, while those from the Kilimanjaro region emphasised crop failure. Additionally, respondents from the central zone highlighted the disappearance of native plant species. Conversely, respondents from the arid central zone believed that climate change has resulted in reduced rainfall and an increase in drought occurrences. Furthermore, socio-demographic factors such as gender, home region, and academic year influenced students' awareness of climate change. A lower proportion (0.78) of male students demonstrated knowledge of climate change compared to female students (0.91) (p = 0.001). Additionaly, a lower proportion (0.71) of students from urban areas demonstrated knowledge of climate change compared to students from rural areas (0.85) (p < 0.001). Moreover, students in their final year of study exhibited greater awareness of climate change than those in lower years, highlighting the significance of the formal education system in imparting knowledge about climate change.

Conclusions: This study underscores the role of higher education in fostering climate awareness and youth engagement through education and outreach. Additionally, it supports SDG 13: "Climate Action" and SDG 4: "Quality Education by promoting informed participation and sustainable solutions among young people".