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Report writing

1. Introduction

1.1 Background

Environmental changes have become a serious problem because global

temperatures are increasing rapidly. 2011-2015 was counted as the warmest

period and the world’s population is experiencing varying climate conditions

(Pfautsch & Gray 2017, p. 1158). According to the researchers, real scientific

and assumed climate knowledge is unlinked and students do not have

appropriate understanding of environmental change (Salehi et al. 2016, p. 237).

The investigation demonstrates that some students do not accept the reality of

global climate change (Ojala 2015, p. 1135). Students should be supported by

their educational institutes for good climate awareness knowledge.

1.2 Purpose of the report

The determination of the draft report is to find out the students’ understanding

of global climate change and factors that affect their faith in environmental

change and find solutions that should be recommended to University of Skeptos

to provide students with confidence about appreciating climate change.

2. Critique

 Main theme 1

The studies clarify that students have their own point of view regarding global

climate change but largely, it is based on conceptual and proper educational

understandings. The students’ knowledge is affected by social factors. Some

have a large influence and some of them have small. Gender also has a

significant impact on knowledge. Gender influence can be seen in the study of

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Salehi et al. (2016, p. 238) who describe that men and women have knowledge

difference and this result is supported with statement, male students have more

knowledge then females. In addition, Pfautsch & Gray (2017, p. 1167)

investigations state the distinction in self-assessed and authentic

understanding between age and gender class. Many students believe global

warming is due to human involvement while fewer believes it’s naturally. To

prove the understanding among students of eco-system change. Salehi et al.

(2016, pp. 233-234) correlates the educational faculties and departments

through test that verify that students are enrolled in natural sciences have

comparatively more understanding than the non- natural sciences. Moreover,

the students of environmental health, agricultural sciences and civil engineering

gain a higher knowledge than other university departments (Salehi et al. 2016,

pp. 233-234). It is analysed in the study of Salehi et al. (2016, p. 238) that

environmental attitude has great influence on understanding in climate change.

The results of the research demonstrate students’ knowledge is based on

factors in which they are involved. These can be educational, gender and age

difference but a proper involvement of young student in protection of world

environment warming can get by providing them with climate-based knowledge

and awareness in schools, universities and other school institutes. Believes and

actions of students can be change by making their knowledge educational and

conceptual and by ignoring and reducing the social factors that effects the

student knowledge. Based on above study, different thoughts about climate

change varies among the students. Factors has impact on their point of view;

some have greater whereas, some have smaller.

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 Main theme 2

Similarly, other social factors such as environmental attitude, trust and personal

efficiency that has influence on students’ understanding of global climate

change. The study reveals understanding of environment and attitude towards

environment have strong link. Salehi et al. (2016, pp. 229 & 238) discuss about

attitude towards environments in the research article and proved that a high

level of understanding found in the students who has a positive attitude towards

environment. In addition, Salehi et al. (2016, pp. 238 - 239) also found a strong

bonding between understanding of environmental change and personal

efficiency by saying that students with greater personal efficiency have a

greater understanding in climate change. Furthermore, A personal forecaster

of against environmental attitude among young students or adults was political

distrust shown is a present Swedish research. Similarly, an Australian

qualitative research shows that the young students who reject the actuality and

humourless of environmental change were also inclined to demonstrate the low

level of confidence in institutions of society (Ojala 2015, p. 1138). Moreover, a

positive strong connection is precent in the understanding level of global climate

change and students trust on government, scientist, or environmental group

that can be seen in the research article of Salehi et al. (2016, p. 238) that

clarifies the students who have believe on government, scientist, and

environmental group have more knowledge about world environment change.

The evidences in draft report reveals that there are some factors that have

positive impact on students’ knowledge. So, educational institutes should focus

on these factors and convince the students to bring them under these factors

to make their belief stronger in climate change by educating them scientifically

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and with evidence. To conclude, students’ knowledge of world environmental

change has largely and positively influenced by other social factors such as

environmental attitude, trust and personal efficiency.

3. Recommendations

There are many recommendations for University of Skeptos to make the

students’ trust stronger on world climate change. The believe of students in

global climate change affected by social and educational factors that affect their

knowledge of world climate change and University of Skeptos and other

educational institutes are suggested to educate the young students for

confidential understanding about environmental change. Some factors are

found that has stronger effect while some has weaker impact on the students’

knowledge about global environment change that bring the different level and

types of thoughts among students. Likewise, some factors have positive

whereas, some has negative impact on climate change. Factors such as

environmental attitude, trust and personal efficiency have strong and positive

influence on students’ knowledge.

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References

Ojala, M 2015, ‘Climate change scepticism among adolescents’, Journal of Youth

Studies, vol. 18, no. 9, pp. 1135-1153.

Pfautsch, S & Gray, T 2017, ‘Low factual understanding and high anxiety about climate
warming impedes university students to become sustainability stewards’, International
Journal of Sustainability in Higher Education, vol. 18, no. 7, pp.1157-1175.

Salehi, S Nejad, ZP Mahmoudi, H & Burkart, S 2016, ‘Knowledge of global climate

change: View of Iranian university students’, International Research in Geographical
and Environmental Education, vol. 25, no. 3, pp. 226-243.