ABSTRACT
Background and Aim
Climate change refers to long‐term shifts in weather patterns and is one of the greatest global threats. Bangladesh is among the most vulnerable countries, facing severe climate‐induced events. Understanding climate change is crucial for identifying risks, developing adaptation strategies, and mitigating long‐term impacts. University students, as future leaders, play a vital role in addressing climate change. This study assesses their knowledge, attitudes, and perceptions of climate change in Bangladesh.
Methods
A cross‐sectional study was conducted among students from four universities in Bangladesh. A total of 1500 participants were selected based on inclusion criteria. Descriptive statistics summarized demographic characteristics, and perception regarding climate change, while univariate and multivariate logistic regression identified factors associated with good knowledge and positive attitudes.
Results
Overall, 73% of students had good knowledge of climate change, while 27% demonstrated poor knowledge. A majority (84%) expressed a positive attitude toward climate change initiatives. Participants correctly identified key climate‐related events in Bangladesh, such as increased cyclones, tidal waves, and salinity. However, awareness of rising snakebite incidents and related deaths was low, with many perceiving no change or disagreeing with their significance. Factors associated with good knowledge included gender, source of information, and mother's education. Gender, source of information, and both parents' education were associated with positive attitudes among the participants.
Conclusions
This study provides baseline evidence on climate change knowledge, attitudes, and perceptions among Bangladeshi university students. To our knowledge, it is the first comprehensive assessment of this issue in this population. Given their strong awareness and positive attitudes, targeted initiatives can harness students' potential in climate change mitigation and adaptation efforts, contributing to long‐term solutions for Bangladesh's climate challenges.
Keywords: Bangladesh, climate change, global warming, university students
1. Background
Climate change represents one of the most critical challenges of the 21st century, with its multifaceted impacts transcending geographical boundaries [1, 2]. Human activities, particularly burning fossil fuels such as coal, oil, and gas, are among the global causes of climate change. Earth's climate has changed significantly over the past century [3]. Global average temperatures have risen by almost 1.2°C since preindustrial times. From 2011 to 2020, the last decade was the hottest, ranking each year among the warmest ever documented. Sea levels have also been rising steadily, with measurements indicating an increase of about 8–9 inches since 1880. Additionally, atmospheric CO2 concentrations have reached unprecedented levels, exceeding 415 parts per million [2, 4].
Significant effects of climate change have been noticed on the environment, agriculture, water resources, and food security [3, 5]. Temperature and precipitation pattern changes can disrupt crop production, resulting in food shortages and unstable prices. Additionally, climate‐related disasters can cause extensive damage to infrastructure, disrupt supply chains, and worsen poverty levels, especially in already vulnerable regions [6]. Climate change is estimated to cause significant economic losses worldwide, suggesting that the costs could be from $140 billion to $300 billion annually by 2030 and potentially increase to $280 billion to $500 billion annually by 2050 [7]. Previous studies suggest that the increasing amount of climatic indices such as temperature, rainfall, and so forth, in Bangladesh contribute significantly to decreasing the GDP growth rate, rice production, and agricultural income, thus negatively impacting the economic condition and growth of Bangladesh [8, 9, 10].
Rising temperatures contribute to heat‐related illnesses and heatwaves, primarily affecting vulnerable groups such as the elderly, children, and others with pre‐existing medical conditions. Changes in precipitation patterns lead to more frequent and intense extreme weather events, including storms, floods, and droughts, which can cause injuries, displacement, and disruptions to healthcare infrastructure [11, 12]. Additionally, climate change influences the spread of infectious diseases by altering vectors' habitats and transmission dynamics, posing challenges for disease surveillance and control [6]. It is projected that between 2030 and 2050, malnutrition, malaria, diarrhea, and heat stress alone will account for an additional 250,000 deaths annually due to climate change [1]. Research showed that outdoor air pollution and heat stress cause approximately 3.6 million deaths each year. In 2000, global climate change was estimated to be responsible for over 150,000 deaths worldwide [13]. In addition, a study has found that raised temperatures resulting from climate change contribute to around 5 million deaths annually, with Africa and Asia being the most heavily impacted regions [14].
Bangladesh is significantly impacted by climate change due to its vulnerable geographical location. This results in rising sea levels, extreme weather events, and changing rainfall patterns pose a threat to coastal communities, as it displaces millions of people and puts infrastructure, agriculture, and water resources at risk [8]. Additionally, unpredictable rainfall patterns, such as prolonged droughts and intense floods, disrupt agricultural productivity, leading to increased food insecurity and poverty. This country is faced with frequent flooding, cyclones, droughts, heat waves, riverbank erosion, and storm surges. Between 2000 and 2019, Bangladesh experienced a staggering 185 extreme weather events [8, 9]. All these issues have visible health consequences among the people of Bangladesh. For example, respiratory diseases and mosquito‐borne illnesses such as dengue have increased. Mental health conditions are also deteriorating. Climate‐sensitive diseases like diarrhea, malaria, dengue, and kala‐azar become widespread. Moreover, heatstroke, cardiovascular disease, respiratory illness, and allergies affect a large number of people, especially those in urban areas [2, 11, 15]. Emerging diseases like Chikungunya, Japanese encephalitis, and Zika virus are also causing concern. In fact, in 2019, dengue cases reached unprecedented levels, affecting all 64 districts of Bangladesh during July and August. It is projected that approximately 7.2 million people will be affected by sea‐level rise between 2070 and 2100. Additionally, around 117 million people could be at risk of malaria by 2070 [15].
Young individuals in educational institutions are future leaders who can play a crucial role in fostering public discussion on climate change and promoting environmentally conscious lifestyles within their communities [13]. Among various segments of society, young people are often recognized as key stakeholders in climate change mitigation and adaptation. As future leaders, they possess the potential to influence policy, promote sustainable practices, and engage in grassroots movements [16]. Moreover, young people are often at the forefront of innovation, advocacy, and activism, driving social and environmental change through their participation in climate‐related initiatives [17]. By empowering and educating them, we can ensure a more sustainable future. University students, in particular, represent a highly educated and socially active group who are well‐positioned to lead efforts in climate change action. They are not only a potential source of solutions but also future policymakers, scientists, and activists who will play a significant role in addressing climate challenges. As a result, they need to develop a thorough understanding of climate change. Climate change education is integral to addressing the challenges posed by climate change at both local and global levels [18]. Assessing the university students' knowledge and perceptions of climate change can shed light on the efforts of higher education institutions in tackling this issue [19]. The purpose of this study was to evaluate university students' comprehension of climate change in Bangladesh. Specifically, we examined students' understanding of climate change and its causes, how they have acquired this knowledge, their attitudes toward actions for mitigation and adaptation, and the factors influencing their knowledge and attitude toward climate change. These findings can inform initiatives to integrate climate change education into existing curricula or develop specialized programs focused on climate science across educational levels.
2. Methods
2.1. Study Design
A cross‐sectional survey was conducted from May 10, 2024, to May 25, 2024, across four different universities: Jahangirnagar University, Dhaka University, Daffodil University, and Rajshahi University, located in Dhaka and Rajshahi division of Bangladesh, through convenient sampling [6, 20]. The interviewers collected data from the respondents through face‐to‐face interviews.
2.2. Sample Size and Sampling Technique
In this study, convenient sampling was used to recruit participants due to the exploratory nature of the research and the limited availability of individuals within the target population. Participants were selected based on their accessibility and willingness to participate, and recruitment was conducted through direct contact with the interviewers. While this method facilitated efficient data collection, it may introduce selection bias and limit the generalizability of the findings. All participants provided informed consent, and ethical guidelines were followed to ensure voluntary participation. Convenient sampling is a nonprobabilistic sampling method and there is no specific formula to calculate the required sample size for convenient sampling. Therefore, we reached out to a large number of the target population and recruited as many participants as possible who fulfilled the inclusion criteria. This selection of a large number of participants reduces the potential selection bias and will improve the accuracy of the findings [21]. However, the limitations of convenient sampling cannot be completely removed despite selecting a large sample size. In addition, we recognize that generalizability may be limited to populations with similar characteristics, and mainly university students with similar characteristics to our study, can be summarized by our study. We approached a total of 1534 university students for our study, and after following inclusion criteria, only the responses of 1500 of them were included in the final analysis. So, the final sample size used in this study is 1500.
2.3. Sample Population
The study included university students currently enrolled at different universities in Bangladesh. It included graduate and undergraduate students from various fields of study, such as physical science, business studies, arts and humanities, and social science. The inclusion criteria involved the participants' voluntary participation, fulfillment of the questionnaire, and written consent form. Participants with incomplete questionnaires and partial fulfillment of inclusion criteria were excluded from the process.
2.4. Questionnaire
A 34‐item structured questionnaire was used that was developed through an extensive literature review of relevant pieces of literature highlighting the knowledge, attitude, and perception regarding climate change [22, 23]. Some questions were adopted and the rest were transformed in the sense that they can be used in a scale for quantifying the level of knowledge and attitude level of the participants; and detect the participants' ability to identify ongoing climate events as well. Our research team first prepared the questionnaire in English and then translated it into Bengali. The research team and the interviewers crosschecked each translated item for validation, accuracy, and understandability for accurate and reliable data collection.
The questionnaire comprised four distinctive sections: (i) Socio‐demographics, (ii) Knowledge of climate change, (iii) Attitude towards climate change, and (iv) Perception of climate change. The socio‐demographic section contained questions related to the study discipline, residence, and so forth. of the participants. The socio‐demographics were carefully chosen based on an extensive literature review of other relevant literature [6, 24, 25, 26, 27]. The knowledge and attitude section contained respectively seven and six questions regarding climate change (such as Have you ever heard about climate change? or Climate change is an extremely serious problem) which could be answered on a Likert scale, where the options were, agree = 1, neutral = 0.5, and disagree = 0. The perception section introduced a total of 13 climatic events that were presented before the participants and asked on a Likert scale whether they noticed a change in those climatic events or not. Their responses for this section were collected as Yes, Did not notice, and Unchanged, they are not scored but rather presented as percentages. In our study, we define “perceptions” as cognitive evaluations or beliefs about climate change, whereas “attitudes” refer to affective responses or predispositions toward climate change. Although both constructs are psychological, they are different in the understanding of a phenomenon of an individual. A fine distinction between perceptions and attitudes is that attitude includes an additional affective component that is bipolar and serves psychological responses only [28]. Therefore, different climatic questions were asked to the participants and based on their response we tried to find their psychological responses. This evaluated their attitudes regarding climate change. Perception, on the other hand, is the response of an individual to a particular event based on the sensory stimuli and their own experiences [29]. So, by asking them about different climatic events, we evaluated whether they were able to correctly perceive the events ongoing around them. This assessed their perception regarding different climatic events.
Evaluation of the internal consistency and reliability of the questionnaire was done before the final data collection of the study. Before the actual data collection, a pilot study was conducted at Bangshal, Dhaka, Bangladesh, with 80 university students for the validation of the data collection tool. This data was not included in the final analysis. We maintained strict adherence to the relevancy of the contents in the questionnaire by following the guidelines of the experts in the climate change field. The validity of the questionnaire was evaluated through multiple approaches. Face validity was established by seeking expert feedback from public health researchers and professionals to confirm that the items were relevant and comprehensible to the target population. Content validity was assessed by aligning survey items with existing literature and standardized scales, ensuring comprehensive coverage of the constructs under investigation.
The internal consistency of the questionnaire was evaluated using the Cronbach's alpha values. The Cronbach's alpha values were calculated using the psych R package. The alpha values were determined for the knowledge and attitude section as they were coded and quantified to distinguish between knowledge and attitude levels. The alpha value for the knowledge section was 0.703 and for the attitude section, it was 0.781. The perception section was not coded and used as a scale so Cronbach's alpha was not determined for this section. Both sections crossed the 0.70 margin of Cronbach's alpha value, ensuring the reliability of the questionnaire. Following the pilot test, minor modifications were made to improve clarity, eliminate redundant items, and enhance the cultural relevance of certain questions. The final version of the questionnaire was subsequently administered in the main study. These validation and reliability measures enhance the credibility of our findings and ensure that the instrument effectively captures the intended constructs.
2.5. Data Collection Process
The data were collected through a face‐to‐face interview conducted by our recruited interviewers. The interviewers were trained and provided with the basic instructions and instruments by the lead researchers. A consent form was provided to the participants before their data collection with all the objectives and background information of the study. After receiving their informed consent, our interviewers started to collect data based on the questionnaire. Participants were allowed to withdraw at any given time without any hesitation. The data were stored maintaining confidentiality and only accessible by the research team. Our interviewers recorded no individually identifiable responses.
2.6. Data Analysis
An Open Data Kit (ODK software, KoboCollect) was used for data collection. Questionnaires with responses recorded with 100% of the data were selected for the final analysis using R programming (version 4.3.3). Reproducible descriptive tables were generated using the gtsummary() package of R. The frequencies and percentages of the categorical variables were used to explain those variables and their distribution among the participants.
The proportion of the respondents based on the correct answer was then presented. To evaluate the general distribution of knowledge and attitude regarding climate change, a score for knowledge (0–7) and for attitude (0–6) was created based on the correct answer. Based on the previous study, the cut‐off score of 80% was used to dichotomize the continuous variable in univariate and multivariate logistic regression [23]. Students having equal or more than 80% of the score for knowledge and attitude questions were identified as possessing good knowledge levels and positive attitudes respectively. Those scoring less than 80% were identified as having a poor knowledge level and negative attitude towards climatic events. In this study, the parents of the participants were classified as “educated” if either the father or mother had received any form of formal education during their lifetime. Parents who had never received formal education were categorized as “uneducated.” This classification was used to analyze the association between parental education status and the study outcomes.
The univariate and multivariate logistic regression was conducted to determine the factors associated with the good knowledge level and positive attitude towards climate change. First univariate regression analysis was conducted for all the factors and the factors with a p‐value of less than 0.25 were included in the multivariate analysis. Factors found significant (p < 0.05) in the multivariate analysis were considered statistically significantly associated with good knowledge and positive attitude. Model fitness was evaluated by the Hosmer–Lemeshow test (p = 0.651). In the final model, multi‐collinearity was measured using the variance inflation factor (VIF), which was found to be within a tolerable range (less than 10). The influencing factors were identified using the p value. A p value less than 0.05 (95% confidence interval) was regarded as statistically significant. The adjusted odds ratio (AOR) was used to describe the variation within the categories of the significant factors. The statistical models were constructed to present a better understanding of the factors that influence the knowledge and attitudes of university students.
3. Results
3.1. Demographic Characteristics of the Participants
This study involved 1500 university students (Table 1) enrolled at different universities across Bangladesh, of which 54% were female and 46% were male. They were divided into two categories, undergraduate and postgraduate, based on their academic class. The majority of total participants (around 95%) reported belonging to the undergraduate category, and only 5% were in the post‐graduate category. Most of the students (about 45%) were from the biological sciences faculty. Of the total respondents, 52% identified the internet as their main source of information regarding climate change, followed by other social media like Facebook, X, YouTube, and etc. (41%), television/digital media (5.3%). In the case of residency, most of the participants (66%) were residential students (living in the dormitory, university hall, etc.), the rest of them (34%) were nonresidential. Approximately 88% of the respondents' fathers were educated while 12% had uneducated fathers. The majority (83%) of respondents had educated mothers and only 17% reported having uneducated mothers.
Table 1.
Demographic characteristics of study participants (N = 1500).
| Characteristic | N (%) |
|---|---|
| Gender | |
| Female | 814 (54%) |
| Male | 686 (46%) |
| Educational level | |
| Undergraduate | 1424 (95%) |
| Post‐graduate | 76 (5%) |
| Study discipline | |
| Biological sciences | 680 (45%) |
| Physical sciences | 251 (17%) |
| Arts and humanities | 236 (16%) |
| Business studies | 148 (10%) |
| Social sciences | 185 (12%) |
| Monthly self‐expenditure | |
| 5000–10,000 BDT | 684 (46%) |
| < 5000 BDT | 653 (44%) |
| > 10,000 BDT | 163 (11%) |
| Main source of information | |
| Internet | 776 (52%) |
| Social media (Facebook, X, YouTube, etc.) | 612 (41%) |
| Television/Digital media | 84 (5.3%) |
| Newspapers | 28 (1.7%) |
| Residency | |
| Residual | 989 (66%) |
| Nonresidual | 511 (34%) |
| Father's educational status | |
| Educated | 1313 (88%) |
| Uneducated | 187 (12%) |
| Mother's educational status | |
| Educated | 1252 (83%) |
| Uneducated | 248 (17%) |
3.2. Distribution of Knowledge Regarding Climate Change
Figure 1 provides a visual representation of the distribution of university students' knowledge regarding climate change. A significant proportion of the participants (around 95%) have heard about climate change during their lifetime. The majority of them believed that the climate was being changed and they were able to identify it as an ongoing change over a long period. Among the participants, 79% were able to identify extreme weather events as a local climate change problem for Bangladesh, followed by 77%, 74%, and 74% respectively for riverbank erosion, flood, and drought. Additionally, 78% of the respondents believed climate change could influence the number of vector populations and the transmission of vector‐borne diseases.
Figure 1.
Knowledge of climate change among university students (N = 1500).
3.3. Distribution of Attitude Toward Climate Change
Figure 2 shows the distribution of attitudes towards climate change among university students. More than 90% of the students showed a positive attitude in addressing climate change as a serious problem. In addition, 82% of respondents addressed climate change as a factor for health‐related problems in their area. While 85% showed a positive attitude toward the media's role in climate awareness. More than 85% of the students demand better awareness and knowledge of climate change and programs on climate literacy involving adaptation and mitigation capacities, and 84% of respondents wanted to receive more up‐to‐date and updated information about climate change, both globally and locally.
Figure 2.
Attitude toward climate change among university students (N = 1500).
3.4. Distribution of Perceptions Regarding Climate Change
The distribution of university students' perceptions regarding various climate change events is presented in Figure 3. A significant number of responders (about 82%) were able to appropriately discern increased instances of cyclones or floods associated with cyclones, whereas 17% indicated they were unchanged, and only 2% did not notice any change in those events. A similar trend of perception can be observed in the case of climatic events like increased episodes of tidal waves, drought, changes in rainfall patterns, seawater level changes, increased salinity of water, scarcity of fresh water, and increased health risk, where the majority of the respondents (70%–82%) were able to rightly perceive the changes in those climatic events and thus were able to perceive the risk and change associated with them. Around 70% of the respondents perceived that food crop production was decreased due to climate change, while 30% either did not notice or said the event was unchanged. The number decreased to 64% while observing deaths from drowning, and 36% were unable to perceive the increase in the cases of deaths from drowning. Half of the total participants were not able to accurately perceive the increase in deaths from snake bites in the last 10 years, 49% were able to perceive these events properly. A similar pattern can be observed for an increasing number of snake bites as most of the respondents (51%) either did not notice any change or thought it to be unchanged. Approximately, 79% of respondents accurately perceived that there was an increased healthcare expenditure due to climate change.
Figure 3.
Perception regarding climate change events among university students (N = 1500).
3.5. Level of Knowledge and Attitude Regarding Climate Change
Of the total participants, about 73% had good and 27% had poor knowledge of climate change. Around 84% of our respondents showed a positive attitude towards climatic events and programs in contrast to 16% who showed a negative attitude (Table 2).
Table 2.
Level of knowledge and attitude regarding climate change among university students (N = 1500).
| Variables | N (%) |
|---|---|
| Knowledge level | |
| Good | 1099 (73%) |
| Poor | 401 (27%) |
| Attitude | |
| Negative | 235 (16%) |
| Positive | 1265 (84%) |
3.6. Factors Associated With Good Knowledge Regarding Climate Change
Univariate and multivariate binomial logistic regression analyses were conducted to predict the associated factors with university students' knowledge level regarding climate change. However, factors found to be statistically significant (p < 0.25) in the multivariate regression analysis were considered to be significantly associated with good climate change knowledge (Table 3). The factors included in the multivariate regression analysis for knowledge level are participants' gender, main source of information, father's educational status, and mother's educational status, since all of them showed a p value of less than 0.25 in the univariate analysis. The findings revealed that the female students (AOR = 1.41, 95% CI = 1.11, 1.80, p = 0.005) are significantly more likely to have good knowledge than their male counterparts. On the other hand, students who rely on the internet (AOR = 2.01, 95% CI = 1.24, 3.24, p = 0.004) and social media (AOR = 2.07, 95% CI = 1.27, 3.36, p = 0.003) for their information are significantly more likely to have a good knowledge level than those depending on television/digital media for their information. Parental educational status had a significant influence on determining the knowledge level regarding climate change of university students. In addition, having an educated mother increases the likelihood (AOR = 1.76, 95% CI = 1.24, 2.48, p = 0.001) of possessing a better knowledge level than students with an uneducated mother. In contrast, factors such as educational level, study discipline, father's educational status, monthly expenditure, and residency did not show any significant association with knowledge level regarding climate change.
Table 3.
Factors associated with good knowledge of climate change (N = 1500).
| Variables | Univariate regression | Multivariate regression | ||||
|---|---|---|---|---|---|---|
| COR | 95% CI | p value | AOR | 95% CI | p value | |
| Gender | ||||||
| Male | Ref | |||||
| Female | 1.46 | 1.16, 1.84 | 0.001 * | 1.41 | 1.11, 1.80 | 0.005 * |
| Main source of information | ||||||
| Television/digital media | Ref | |||||
| Internet | 1.97 | 1.23, 3.13 | 0.004 * | 2.01 | 1.24, 3.24 | 0.004 * |
| Newspaper | 1.05 | 0.44, 2.57 | > 0.9 | 1.22 | 0.51, 3.04 | 0.7 |
| Social media (Facebook, X, YouTube, etc.) | 1.97 | 1.22, 3.15 | 0.005 * | 2.07 | 1.27, 3.36 | 0.003 * |
| Father's educational status | ||||||
| Uneducated | Ref | |||||
| Educated | 1.51 | 1.08, 2.08 | 0.014 * | 1.07 | 0.72, 1.56 | 0.7 |
| Mother's educational status | ||||||
| Uneducated | Ref | |||||
| Educated | 1.88 | 1.41, 2.50 | < 0.001 * | 1.76 | 1.24, 2.48 | 0.001 * |
Abbreviations: AOR, adjusted odds ratio; CI, confidence interval; COR, crude odds ratio.
p < 0.05 was considered statistically significant.
3.7. Factors Associated With a Positive Attitude Toward Climate Change
Univariate and multivariate binomial logistic regression analyses were conducted to predict the factors associated with the attitudes of university students toward climate change. The factors with a p value of less than 0.25 in the univariate analysis were included in the final multivariate analysis for predicting positive attitude. So, factors such as participants' gender, educational level, study discipline, main source of information, father's educational status, and mother's educational status were included in the multivariate analysis. Ultimately, factors found to be associated in the multivariate analysis were considered to be associated with the positive attitude towards climate change (Table 4). Our findings revealed that female university students (AOR = 1.61, 95% CI = 1.19, 2.17, p = 0.002) are significantly more likely to show a positive attitude than male university students. On the other hand, students whose main source of information is the internet (AOR = 3.75, 95% CI = 2.23, 6.25, p < 0.001) and social media (AOR = 3.64, 95% CI = 2.15, 6.09, p < 0.001) are more likely to possess a positive attitude compared to those who use television/digital media as their main source of information. The education status of the father and mother was also a significant factor in predicting the students' attitude towards climate change. Those who have educated fathers (AOR = 1.67, 95% CI = 1.08, 2.57, p = 0.020) had significantly more likelihood of possessing a positive attitude compared to those who have uneducated fathers. Similarly, having an educated mother (AOR = 1.65, 95% CI = 1.10, 2.46, p = 0.015) means the students are significantly more prone to positive climate change attitudes. Factors such as educational level, study discipline, monthly expenditure, and residency did not show any significant association with attitude level among university students regarding climate change.
Table 4.
Factors associated with the positive attitude toward climate change (N = 1500).
| Univariate regression | Multivariate regression | |||||
|---|---|---|---|---|---|---|
| Variables | COR | 95% CI | p value | AOR | 95% CI | p value |
| Gender | ||||||
| Male | Ref | |||||
| Female | 1.49 | 1.12, 1.97 | 0.006 | 1.61 | 1.19, 2.17 | 0.002 |
| Educational level | ||||||
| Post‐graduate | Ref | |||||
| Undergraduate | 1.59 | 0.89, 2.73 | 0.10 | 1.05 | 0.55, 1.93 | 0.9 |
| Study discipline | ||||||
| Arts and humanities | Ref | |||||
| Biological sciences | 0.88 | 0.58, 1.30 | 0.5 | 0.77 | 0.50, 1.16 | 0.2 |
| Business studies | 1.06 | 0.60, 1.91 | 0.8 | 1.15 | 0.64, 2.11 | 0.7 |
| Physical sciences | 1.42 | 0.85, 2.41 | 0.2 | 1.35 | 0.78, 2.35 | 0.3 |
| Social sciences | 1.04 | 0.61, 1.79 | 0.9 | 0.98 | 0.56, 1.71 | > 0.9 |
| Main source of information | ||||||
| Television/digital media | Ref | |||||
| Internet | 3.70 | 2.25, 6.00 | < 0.001 | 3.75 | 2.23, 6.25 | < 0.001 |
| Newspaper | 1.05 | 0.44, 2.64 | > 0.9 | 1.20 | 0.48, 3.14 | 0.7 |
| Social media (Facebook, X, YouTube, etc.) | 3.48 | 2.10, 5.70 | < 0.001 | 3.64 | 2.15, 6.09 | < 0.001 |
| Father's educational status | ||||||
| Uneducated | Ref | |||||
| Educated | 2.30 | 1.60, 3.27 | < 0.001 | 1.67 | 1.08, 2.57 | 0.020 |
| Mother's educational status | ||||||
| Uneducated | Ref | |||||
| Educated | 2.26 | 1.62, 3.12 | < 0.001 | 1.65 | 1.10, 2.46 | 0.015 |
Abbreviations: AOR, adjusted odds ratio; CI, confidence interval; COR, crude odds ratio.
*p < 0.05 was considered statistically significant.
4. Discussion
Assessment of knowledge, attitude, and perception of university students regarding climate change is crucial for various aspects of Bangladesh, including understanding societal perspectives and shaping informed policymaking. Their insights facilitate informed decision‐making processes and contribute to the formulation of evidence‐based strategies. This study delves into the comprehensive assessment of knowledge, attitude, and perception among university students, filling a significant gap in existing literature. To our knowledge, this is the first broad‐range KAP‐based study regarding climate change among university students in Bangladesh, offering valuable insights for policymakers to develop effective interventions and initiatives aimed at addressing climate change challenges.
The outcome of this study showed that a significant majority demonstrate good knowledge (73%) and hold positive attitudes (84%) towards climate change. This high level of knowledge likely contributes to the overwhelmingly positive attitudes observed. However, a notable proportion still exhibit poor knowledge (27%) and negative attitudes (16%), indicating a need for targeted education and awareness campaigns to address gaps and foster a more universally positive outlook towards climate change within this demographic. Similar findings have been documented in prior research conducted in China and the Philippines [30, 31].
The study findings indicated that female participants exhibit greater knowledge of climate change compared to male participants. Studies conducted in Nigeria and the Philippines have shown similar results that are consistent with this study [32, 33]. This trend may be attributed to factors including enhanced exposure to educational materials and awareness campaigns, increased engagement in discussions and social networks focused on climate change, and perceived relevance of climate change to their daily lives, especially concerning health and food security [34]. However, the contrasting finding was also observed in a separate study conducted in Ethiopia [35], possibly due to the differences in the age group of the participants.
Our research findings illuminated that participants who primarily rely on the internet and social media as sources of information exhibit greater knowledge about climate change compared to those who rely on television or digital media. This observation is consistent with the findings of previous studies in Nigeria and Indonesia [36, 37]. The rationale behind this finding could be due to the participants who use the internet and social media as their main sources of information tend to have greater knowledge about climate change because these platforms provide diverse, up‐to‐date, and interactive content [38]. Additionally, social media allows users to engage in real‐time discussions, access scientific articles, and follow environmental organizations, which enhances their understanding and awareness of climate issues. In contrast, television often provides less interactive and less frequent coverage of environmental topics, leading to comparatively lower levels of climate change knowledge among its viewers [33].
The research demonstrated a significant correlation between mothers' education levels and the climate change knowledge of the study participants. Participants with educated mothers possessed greater knowledge about climate change compared to those with uneducated mothers. Similar outcomes were observed in other studies conducted in Ethiopia and Indonesia [37, 39]. This could be because educated mothers are more likely to access and understand information about climate change, which they then communicate to their children [26, 40].
The analysis of the study indicated a significant correlation between climate change attitudes and participants' gender. Female participants exhibited more positive attitudes towards climate change compared to their male counterparts. This finding aligns with other studies, which have also observed that women tend to show greater concern and proactive attitudes regarding climate change issues [41, 42, 43] while contrasting with some studies where it was found that male participants had better attitude levels than females [6]. Possible reasons include women's generally higher levels of environmental concern and greater likelihood to support policies addressing climate change due to perceived greater vulnerability to its impacts [44, 45].
The study's findings revealed that internet and social media users displayed a more positive attitude towards climate change compared to those who primarily rely on television as their main source of information. This finding is consistent with previous studies [46, 47]. The possible reason could be that the more positive attitude towards climate change among internet and social media users is due to the diverse and interactive content available on these platforms, which fosters greater engagement and awareness [30, 48]. In contrast, television often provides passive consumption of information, focusing more on sensational news rather than in‐depth environmental education. This difference in media consumption patterns likely contributes to the more informed and proactive attitudes observed among internet and social media users [38, 49].
The study revealed that participants with educated parents exhibited a more positive attitude towards climate change compared to those with less educated parents, which aligns with findings with existing research. Research showed that educated parents contribute to their children's positive attitudes toward climate change through various channels. They possess better access to information due to higher literacy levels and exposure to educational resources, enhancing their understanding of climate issues. Additionally, parental education correlates with heightened environmental awareness in children, shaping their attitudes toward sustainability [36, 37]. Furthermore, educated parents effectively transmit environmental values to their children, fostering a pro‐ecological mindset [30].
This study contributes to the literature on climate change awareness by focusing on university students in Bangladesh, a group critical for future climate advocacy. It fills a gap by providing insights into the knowledge, attitudes, and perceptions of students regarding climate change, an area underexplored in Bangladesh. The study identifies key socio‐demographic factors, such as gender, information sources, and parental education, that influence climate change awareness, offering a basis for targeted educational interventions. With a large, diverse sample of 1500 students, the study provides robust evidence that can inform future climate education initiatives in the country. Therefore, this study provides valuable insights into the depth and determinants associated with the knowledge, attitude, and perception of university students in Bangladesh, fulfilling the primary objective of our research endeavor. These findings resonate with previous studies and provide novel perspectives on the perception of climate change. Such insights hold significant potential in informing policymaking initiatives aimed at addressing climate‐related challenges. However, this study only encompassed a portion of university students, potentially limiting its representativeness of the entire demographic. Further research is warranted to comprehensively explore and understand the perceptions of all university students, aiding in the formulation of more inclusive and effective strategies to tackle climate change. One limitation of this study is that participants' attitudes were assessed using a structured questionnaire developed explicitly for this study, based on an extensive literature review and expert consultation. While this approach ensured relevance to the study context, the use of a non‐standardized scale may slightly limit the generalizability and comparability of the findings. To enhance the knowledge and attitude about climate change and increase the perceived climatic events among university students, the policymakers should incorporate stakeholders' decisions while drafting necessary regulations and designing programs or interventions such as curriculum incorporation, workshops, seminars, awareness campaigns, student‐led climate change movements, funding relevant organizations, and so forth. In determining the efficiency of the interventions and programs, regular impact evaluation and efficiency assessment should be done by the relevant authorities.
5. Conclusion
This study provides crucial insights into Bangladeshi university students' knowledge, attitudes, and perceptions regarding climate change. To enhance climate change awareness among university students, policymakers and experts should focus on integrating climate education into university curricula across disciplines, ensuring that students gain both theoretical knowledge and practical understanding of local climate impacts. The government, educational institutions, and NGOs should collaborate to design interactive awareness programs, workshops, and campaigns tailored to young adults, highlighting under‐recognized issues such as climate‐induced health risks. Furthermore, digital media and technology‐based learning platforms should be leveraged to disseminate accurate climate‐related information, as students frequently rely on these sources. Policymakers should also emphasize community‐based participatory approaches, encouraging students to engage in real‐world climate adaptation and mitigation projects. Providing incentives such as research grants and scholarships for climate‐related initiatives could further motivate students to actively contribute to climate resilience efforts. This study highlights the critical role of university students in addressing climate change challenges in Bangladesh. By implementing structured interventions, enhancing access to reliable information, and fostering youth participation in climate policy discussions, Bangladesh can better equip its future generations to combat the ongoing climate crisis. Future research should explore the effectiveness of these interventions and assess their impact on students' climate‐related behaviors and advocacy.
Author Contributions
All authors contributed significantly to the conceptualization and design of this study. M.M.H. took part in the preparation, review, and data analysis of the manuscript. M.F.I.M. assisted with data collection, preparation, and interpretation in addition to manuscript preparation. A.B.B. and N.N. took part in the data preparation, manuscript preparation, and first draft review. All authors have reviewed the submitted version of the manuscript and given their approval.
Ethics Statement
This study was conducted following the ethical principles outlined in the Declaration of Helsinki. Ethical approval for this study was obtained from the “Biosafety, Biosecurity and Ethical Committee” at Jahangirnagar University, Savar, Dhaka. All participants were informed about the purpose of the study, procedures involved, potential risks, and benefits before consenting to participate.
Written informed consent was obtained from each participant before their inclusion in the study. The consent form was read to the participants verbally by our data enumerators. Any query and curiosity regarding the study was addressed by the enumerators. After the participants were informed and they provided the written consent, then they were asked questions related to the study. Participation in this study was voluntary, and participants were free to withdraw from the study at any time without any penalty or loss of benefits. They were notified before the interview that they could withdraw from the study at any given time. All data were anonymized by assigning unique identification codes to participants, and no personally identifiable information was collected. To ensure data security, the data set was stored in password‐protected and encrypted files, with access restricted to the research team only. These measures emphasize our commitment to protecting participants' identities and upholding ethical standards in data handling. Confidentiality and anonymity of participants were maintained throughout the study, with all data being stored in password‐protected files accessible only to the research team. No identifying information was included in any of the publications arising from this study.
Consent
Written informed consent was obtained from each participant before their inclusion in the study. The consent form was read to the participants verbally by our data enumerators. Any query and curiosity regarding the study was addressed by the enumerators. After the participants were informed and they provided the written consent, then they were asked questions related to the study. Participation in this study was voluntary, and participants were free to withdraw from the study at any time without any penalty or loss of benefits. They were notified before the interview that they could withdraw from the study at any given time. All data were anonymized by assigning unique identification codes to participants, and no personally identifiable information was collected. To ensure data security, the data set was stored in password‐protected and encrypted files, with access restricted to the research team only. These measures emphasize our commitment to protecting participants' identities and upholding ethical standards in data handling. Confidentiality and anonymity of participants were maintained throughout the study, with all data being stored in password‐protected files accessible only to the research team. No identifying information was included in any of the publications arising from this study.
Conflicts of Interest
The authors declare no conflicts of interest.
Transparency Statement
The lead author Md. Mahadi Hassan affirms that this manuscript is an honest, accurate, and transparent account of the study being reported; that no important aspects of the study have been omitted; and that any discrepancies from the study as planned (and, if relevant, registered) have been explained.
Acknowledgments
We are indebted to Marium Hassan and Md. Shahidul Hassan for their valuable support throughout our journey. Additionally, we would like to express our gratitude to the following individuals for helping us with data collection and data entry–Yeasin Akash, Sadia Akter, Takia Tabassum Tama, Mukta Moni, Ramisha Hoque Ikra, Tanaa Mohammad, Afrana Akter Priti, Mst. Afsana Meme, Abdullah Al Jahed, Munia Akter Mim, Suraya Begum, Mst. Aysha Akter, Simu Akter, Tasnova Yesmin Nova, Dipta Barua, Samia Sultana, Md. Barkulla Al Bari Tain, Mst Mariyam.
Data Availability Statement
The data and other materials used in this study are available on request from the corresponding author Md. Mahadi Hassan (contact.mdmahadi@gmail.com).
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Associated Data
This section collects any data citations, data availability statements, or supplementary materials included in this article.
Data Availability Statement
The data and other materials used in this study are available on request from the corresponding author Md. Mahadi Hassan (contact.mdmahadi@gmail.com).