University students' awareness profile on environmental sensitivity and global climate change

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dc.authoridAKINCI DEMIRBAS, EZGI/0000-0002-4376-7354
dc.authoridCAKMAK, Aygen/0000-0003-0692-336X
dc.authoridSAKARYA, SEDA/0000-0002-8105-809X
dc.authoridGUNEY, MEHMET/0000-0002-0962-5643
dc.contributor.authorSakarya, Seda
dc.contributor.authorGuney, Mehmet
dc.contributor.authorAkinci Demirbas, Ezgi
dc.contributor.authorCakmak, Aygen
dc.date.accessioned2025-01-21T16:55:47Z
dc.date.available2025-01-21T16:55:47Z
dc.date.issued2023
dc.departmentKırıkkale Üniversitesi
dc.description.abstractEnvironmental sensitivity is defined as a person's willingness to engage in positive behavior concerning environmental issues. We need to sensitize and educate people to make them environmentally sensitive. Humans both affect and are affected by nature because they consume natural resources as if they were limitless. This interaction causes numerous environmental issues. The concept of climate change has risen to the top of the global agenda. This is especially true with the increase in greenhouse gases accumulating in the atmosphere. We need to help people develop habits early to make them eco-friendly individuals. In this context, we need to turn undergraduates into eco-friendly people because they are responsible for supporting children's development. We must associate environmental awareness with global climate change and offer related recommendations. The sample consisted of 414 undergraduates from the child development departments of health sciences faculties of public universities in Turkiye. Data were collected using a personal information form developed by the researchers, the University Students' Environmental Awareness Scale (USEAS) developed by Akbas and Kirimli (Kastamonu Educ J 27(3):1245-1256, 2019. https://doi.org/10.24106/kefdergi.2973), and the Awareness Scale of University Students about Global Climate Change (ASUSGCC) developed by Deniz et al. (Int J Geogr Geogr Educ 43:252-264, 2021. https://doi.org/10.32003/igge.818561). The data were analyzed using one-way analysis of variance, Pearson's correlation test, and discriminant analysis. The results showed that participants from Central Anatolia had a significantly higher mean USEAS score than those from Southeast. There was a weak correlation between USEAS and ASUSGCC scores. The results also showed that participants' environmental and global climate change awareness explained 75% of the total variance of their recycling preferences.
dc.identifier.doi10.1007/s10668-023-04003-4
dc.identifier.issn1387-585X
dc.identifier.issn1573-2975
dc.identifier.urihttps://doi.org/10.1007/s10668-023-04003-4
dc.identifier.urihttps://hdl.handle.net/20.500.12587/25839
dc.identifier.wosWOS:001088061000001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEnvironment Development and Sustainability
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241229
dc.subjectEnvironmental awareness; Global climate change; Environmental education; University students
dc.titleUniversity students' awareness profile on environmental sensitivity and global climate change
dc.typeArticle

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