Akademik Veri Yönetim Sistemi
FRONTIERS IN PSYCHOLOGY, cilt.16, ss.1-12, 2025 (SSCI, Scopus)
This study examined secondary school students’ perceptions of climate change,
their levels of interest, and their comprehension of the concept, as well as
their views on its causes, perceived effects, and suggestions for enhancing
sustainability education in schools. A qualitative methodology was employed to
capture the students’ authentic perspectives and meaning-making processes.
Semi-structured interviews were conducted with 37 students in grades 6 and
7 attending a public middle school in southern Turkey. Thematic analysis
revealed that although most participants expressed concern and curiosity
about environmental issues, their understanding of climate change was
often fragmented or media-influenced by media sources. Students primarily
associated climate change with observable environmental changes, such as
rising temperatures and natural disasters, and less frequently with human
activities or with policy implications. Notably, the participants emphasized the
need for more engaging and practical learning experiences, including outdoor
projects, environmental clubs, and media literacy activities within the school
curriculum. These findings underscore the importance of enhancing climate
literacy and sustainability education in schools, with a focus on integrating
critical media awareness and participatory learning opportunities. The study
concludes with recommendations for improving environmental education
through student-centered and enquiry-based teaching methods.