Search Results (44)

The rapid spread of climate change misinformation across digital platforms undermines scientific literacy, public trust, and evidence-based policy action. Advances in Natural Language Processing (NLP) and Large Language Models (LLMs) create new opportunities for automating the detection and correction of misleading climate-related narratives. This study presents a multi-stage system that employs state-of-the-art large language models such as Generative Pre-trained Transformer 4 (GPT-4), Large Language Model Meta AI (LLaMA) version 3 (LLaMA-3), and RoBERTa-large (Robustly optimized BERT pretraining approach large) to identify, classify, and generate scientifically grounded corrections for climate misinformation. The system integrates several complementary techniques, including transformer-based text classification, semantic similarity scoring using Sentence-BERT, stance detection, and retrieval-augmented generation (RAG) for evidence-grounded debunking. Misinformation instances are detected through a fine-tuned RoBERTa–Multi-Genre Natural Language Inference (MNLI) classifier (RoBERTa-MNLI), grouped using BERTopic, and verified against curated climate-science knowledge sources using BM25 and dense retrieval via FAISS (Facebook AI Similarity Search). The debunking component employs RAG-enhanced GPT-4 to produce accurate and persuasive counter-messages aligned with authoritative scientific reports such as those from the Intergovernmental Panel on Climate Change (IPCC). A diverse dataset of climate misinformation categories covering denialism, cherry-picking of data, false causation narratives, and misleading comparisons is compiled for evaluation. Benchmarking experiments demonstrate that LLM-based models substantially outperform traditional machine-learning baselines such as Support Vector Machines, Logistic Regression, and Random Forests in precision, contextual understanding, and robustness to linguistic variation. Expert assessment further shows that generated debunking messages exhibit higher clarity, scientific accuracy, and persuasive effectiveness compared to conventional fact-checking text. These results highlight the potential of advanced LLM-driven pipelines to provide scalable, real-time mitigation of climate misinformation while offering guidelines for responsible deployment of AI-assisted debunking systems. Full article

The paper introduces ‘transformative’ curriculum initiatives such as education for sustainable development (ESD) and global citizenship education (GCED), which address ‘macro’ challenges such as climate change, together with ‘holistic’ approaches to student learning such as ‘social and emotional learning’ (SEL) and education for ‘life skills’, ‘21st century skills’, ‘transversal competencies’, AI-related ethics, and ‘health and well-being.’ These are reflected in Section 6 of the 2023 UNESCO Recommendation on Education for Peace, Human Rights and Sustainable Development. It is suggested that such broad goals put forward at global policy level may serve as inspiration for national context-specific programming, while also needing better integration of national insights and cultural differences into global discourse. The paper aims to provide insights to education policy-makers responsible for national curriculum, textbooks and other learning resources, teacher training and examination processes, helping them to promote the human values, integrity and sense of agency needed by students in a time of multiple global and personal challenges. This requires an innovative approach to curricula for established school subjects and can be included in curricula being developed for AI literacy and related ethics. Research into the integration of transformative and holistic dimensions into curricula, materials, teacher preparation, and assessment is needed, as well as ongoing monitoring and feedback. AI-supported networking and resource sharing at local, national and international level can support implementation of transformative and holistic learning, to maintain and strengthen the human dimensions of learning. Full article

The escalating climate crisis and pervasive digital transformation position university students at a critical juncture where digital competencies increasingly shape environmental engagement. Despite extensive research on digital literacy and environmental responsibility as discrete constructs, the psychological mechanisms linking these domains remain inadequately theorized. This study investigated whether historical empathy mediates the relationship between digital literacy and environmental responsibility among 927 Egyptian university students (50.9% female; M age = 20.50 years). Participants completed validated measures assessing digital literacy, historical empathy (cognitive, affective, and behavioral dimensions), and environmental responsibility. Mediation analysis using Hayes’ PROCESS macro revealed that historical empathy partially mediated the relationship between digital literacy and environmental responsibility, accounting for approximately 12% of the total effect (indirect effect = 0.0381, 95% CI [0.0132, 0.0636]). Digital literacy demonstrated stronger associations with cognitive empathy (r = 0.337) than affective (r = 0.324) or behavioral empathy (r = 0.209), suggesting digital tools are primarily associated with the contextualization of historical environmental decisions. The model explained 26.6% of variance in environmental responsibility, indicating that while digital literacy exerts substantial direct influence, cultivating historical empathy represents a meaningful complementary pathway. Sustainability educators should integrate historical environmental case studies with digital learning tools to foster empathetic engagement that bridges the attitude–behavior gap. These findings underscore the importance of integrating digital competencies with historical consciousness in sustainability education to bridge the persistent attitude–behavior gap in environmental engagement. Full article

Tree-covered urban green spaces, including streets, parks, and other public areas, are vital for urban sustainability and people’s well-being. However, such trees face threats from the occurrence of extreme weather. In this study, we investigated wind damage to urban trees in the city of Debrecen, Hungary, during two severe windstorms in July 2025. Field surveys were conducted across three distinct urban zones, covering approximately 515,000 m² in total. We assessed 201 damaged and 325 undamaged trees and recorded the species, size, damage type, and contextual landscape features associated with them being damaged or not. Damage type to trees consisted primarily of broken branches, whilst uprooting and trunk breakage were recorded less often. Most tree characteristics (trunk circumference, height, systematic position, nativity) and the proximity and height of buildings upwind of focal trees were significant predictors of their vulnerability to windstorms. In addition, we surveyed 150 residents in person and received comments from 54 people via online questionnaires and explored their perceptions of storm frequency, the causes of storms, and mitigation measures. Most respondents noted increased storm frequency and attributed that to climate change, and they suggested mitigation measures focused on urban tree management and environmental protection. Some people expressed scepticism about the presence of climate change and/or their ability to address such damage on an individual basis. Our study is the first to integrate assessments of storm-related impacts on urban trees with the opinions of residents living in proximity to them. Our findings highlight the need for climate-adaptive and mechanically robust urban forestry planning and offer insights that guide the management of trees in urban areas globally. Specifically, we propose to undertake the following: (1) Prioritise structurally resilient, stress-tolerant tree species adapted to extreme weather conditions when planting new trees. (2) Integrate wind dynamics, microclimatic effects and artificial stabilisation techniques into urban design processes to optimise tree placement and their long-term stability. Urban planners, builders, developers, and homeowners should be informed about these stabilising practices and incorporate the needs of trees early in the design process, rather than as decorative additions. (3) Develop regionally calibrated risk models and early-warning systems to support proactive and data-driven tree management and public safety. (4) Promote climate literacy and public participation to strengthen collective stewardship and resilience of urban trees. Full article

Climate literacy is pivotal for preparing future leaders to address global climate challenges and build a sustainable future. Higher education institutions (HEIs) play a central role in embedding sustainability principles, particularly Sustainable Development Goal (SDG) 13 (Climate Action), into curricula to cultivate responsible leadership. This study examines the integration of SDG 13 within the business curriculum at Delta University (UAE), assessing undergraduate students’ perceptions of climate education and how teaching methods shape sustainability leadership. Using a mixed-methods approach—a closed-ended survey and Q-methodology—the research analyzes students’ awareness, engagement, and subjective perspectives on pedagogical strategies. The results reveal a disconnect between theoretical knowledge and students’ ability to apply these principles in real-world business contexts. While students acknowledged climate action’s importance and supported active learning pedagogies (e.g., case studies, simulations), skepticism persisted about SDG 13’s applicability to business operations. The findings highlight the need for curricular reforms, aligning curricula with national sustainability strategies (e.g., UAE Net Zero 2050) to bridge theory and practice. This research advocates for HEIs to prioritize climate competencies, ensuring that graduates can address environmental challenges through actionable frameworks. By transcending symbolic commitments, HEIs can empower students to lead regionally and globally, advancing sustainability education’s role in achieving equitable, low-carbon societies. Full article

This study investigates the relationship between climate change, urban greening, and health perceptions among university students within higher education. Grounded in environmental psychology and sustainability science, it explores how well-being is shaped by climate–health awareness, eco-anxiety, and perceived access to urban green spaces. A mixed-methods approach was employed, using structured questionnaires to assess cognitive, emotional, and behavioral responses to climate change and sustainability. The findings indicate a high awareness of the health impacts of climate change, especially concerning mental well-being. Urban green spaces were recognized as positively influencing emotional resilience, physical activity, and environmental quality. However, despite this awareness, limited engagement in sustainability-oriented behaviors was identified, indicating an action gap. The study suggests the creation of a Climate Health Assessment Indicator to evaluate climate–health literacy and behavioral readiness among academic populations systematically. It also emphasizes integrating identity-based interventions into educational frameworks to support the transition from awareness to sustainable action. Positioned within the broader framework of the Sustainable Development Goals—particularly SDG 3 (Good Health and Well-Being), SDG 11 (Sustainable Cities), SDG 12 (Responsible Consumption), and SDG 13 (Climate Action)—this research contributes to the interdisciplinary discourse on integrating sustainability and human well-being in academic and urban contexts. Full article

To effectively mitigate the health impacts of climate change, future nurses must be equipped with the requisite knowledge and competencies. Knowing their levels of eco-literacy would help to make them more effective. Background/Objectives: This descriptive study will use a three-round, multicentre, modified e-Delphi survey to establish an expert panel’s consensus on the Climate, Health, and Nursing Tool’s (CHANT) item-level and scale-level content validity indices. It will also examine potential associations between the expert panel members’ sociodemographic and professional characteristics and their content validity index assessments of the CHANT. Methods: The study will be conducted in the French-speaking regions of Switzerland, running its three-round e-Delphi survey between January and April 2025. After each round, the CHANT’s overall scale-level and individual item-level content validity indices will be computed. Comparisons between different types of healthcare professionals’ profiles will also be conducted. Results: The three-round modified e-Delphi survey should allow the expert panel to reach a consensus on the CHANT’s overall content validity index. The tool should then be considered suitable for pilot testing. The first round brought together 16 experts from different regions, namely French-speaking Switzerland, France, and Belgium. Conclusions: To ensure that the nursing discipline is well positioned to meet future challenges, the development of eco-literacy must be integrated into nursing education. Ensuring the CHANT’s conceptual and psychometric validity will be essential in strengthening nursing competencies in and knowledge about planetary health and in implementing future educational interventions. Full article

Communities in the Dominican Republic (DR) face increased natural disasters, poor air quality, food insecurity, and health impacts related to climate change. We evaluated the success of a train-the-trainer program to empower community leaders, women, and at-risk youth with the knowledge and skills to increase individual and community resilience in Cristo Rey, Dominican Republic. Three in-person two-day courses were conducted between July and August 2024 at the Universidad Iberoamericana. Each session included eight lectures and collaborative learning activities on climate change science, adaptation, resilience, and health impacts. Intra-group analyses comparing pre- and post-course surveys assessed participants’ climate change awareness, literacy, and communication and response skills. One hundred and four attendees participated in the survey study. Of the 100 participants with demographic data, 55% (n = 55) were 35 years old or younger, 70% (n = 70) identified as female, and 45% (n = 45) lived in Cristo Rey. The participants reported high baseline climate change awareness. Compared to before the course, the participants reported increased literacy regarding the environmental impacts of climate change relevant to the DR and the specific health impacts (p-value < 0.05) and increased climate change-related communication and response skills (p-value < 0.001). This study suggests competency-based, regional-specific courses deployed in a train-the-trainer model, have the potential to equip community members with knowledge to protect their health. Full article

Background: Physical education teachers (PETs) play a vital role in fostering students’ physical literacy (PL). To leverage fitness monitoring as an efficient educational tool for students’ holistic development and lifelong physical activity, PETs must be proficient and competent in its implementation. This study aimed to create an instrument to evaluate teachers’ competencies essential for promoting PL through fitness monitoring. Methods: A Delphi study with 30 experts from 26 countries established content validity. Pilot testing on 339 PETs across Europe assessed psychometric characteristics using exploratory factor analysis and Cronbach’s alpha. Results: The Delphi study identified 13 core competencies, but construct validation revealed seven dimensions: (1) supporting cognitive learning, (2) encouraging positive feedback and learning climate, (3) understanding of fitness concept, (4) emotional support, (5) planning, (6) understanding of PL concept, (7) explaining learning objectives. Thus, the final instrument, the FitBack PET competency questionnaire, was designed with 27 items covering 7 competencies. The instrument exhibited high reliability, with Cronbach’s alpha exceeding 0.7 for six factors and the intraclass correlation coefficient of 0.94 for test–retest. Conclusions: The instrument’s development was successful, demonstrating high validity and reliability. The final version is publicly available, providing a practical tool for teacher training programs. Full article

Adolescents’ knowledge about climate change is key to protecting the well-being of all generations and to promoting individuals’ rights and resilience. This study assesses the climate change literacy of Indonesian adolescents and its determinants. This nationwide study was conducted in 2023 in Sumatra, Java, Kalimantan, Sulawesi, and Eastern Indonesia. A total of 1126 adolescents aged 13–19 years were selected through multi-stage sampling. The data were analyzed using the chi-square test and multinomial logistic regression. This study found that 49.7% of adolescents had poor climate change literacy. In the multivariate analysis, the significantly related factors had an odds ratio of 1.66–4.75. Climate change literacy was higher in adolescents from the West and Central Regions, from public or religious schools, and those with educated parents, than in adolescents from the Eastern Region, from private or vocational schools, and those whose parents had low education, respectively. This study suggests the need to promote equality in climate change literacy among Indonesian adolescents through formal and informal education. High-quality formal education would necessitate well-trained teachers with expertise in climate change, as well as a structured, age-appropriate curriculum. Meanwhile, informal education through another information dissemination and social media-based movements can help broaden outreach among adolescents. Full article

Climate change is a global phenomenon having wide-ranging social, economic, ecological, and environmental sustainability implications. This study assesses climate change awareness, understanding, causes, mitigation measures, and practices among residents of the Kathmandu Valley through a mixed-method approach. Quantitative surveys with 433 respondents and four Focus Group Discussions (FGDs) are conducted with diverse demographics. Descriptive statistics is used to summarize quantitative data, and the chi-square (χ²) test is used to measure the associations between awareness, understanding, causes, mitigation measures, and practices among various demographics. The analysis shows that respondents frequently link climate change to extreme weather events, particularly flooding, severe hot and cold waves, and changes in rain precipitation patterns. Furthermore, the respondents identify deforestation, industrialization, and fossil fuels as the primary causes, with mitigation strategies such as afforestation, recycling waste, and use of renewable energies for long-term environmental sustainability. Similarly, the survey analysis also revealed that greenhouse gases like carbon dioxide and methane are major drivers of climate change; individuals, industries, and governments are held accountable for climate change with industries as key polluters. Furthermore, individuals are self-aware to adopt sustainable practices, and the government can play a vital role through policies promoting renewable energy, afforestation, and waste management, alongside raising awareness. Other highlights of the analysis have been raising voices of collective action at all levels, which is crucial to mitigate the impact of climate change. The study also addresses the gaps in comprehensive climate literacy and underscores the need for targeted educational initiatives to foster informed climate actions within the community. Likewise, the study brings the findings that policymakers should prioritize inclusive engagement strategies, ensuring that climate policies and adaptation programs are accessible, particularly to those who are less represented in environmental discourse, such as older adults and unschooled individuals. Full article

This study aims to examine the predictive performance of process data and result data in complex problem-solving skills using the conditional gradient boosting algorithm. For this purpose, data from 915 participants of the 2012 cycle of the Programme for International Student Assessment (PISA) were utilized. Process data were obtained from the log file of the first question in the climate control unit task included in the problem-solving assessment of PISA 2012. Various cognitive and affective attributes from the same assessment were used as the result data. According to the results, (1) process data demonstrated a moderate, result data demonstrated a moderate-to-good, and process + result data demonstrated a good prediction performance. (2) The most effective variables were the VOTAT (vary-one-thing-at-a-time) strategy score and total time in process data; the mathematical literacy and reading literacy scores in result data; and the mathematical literacy and VOTAT strategy score in process + result data. The dominance of the mathematical literacy has been noteworthy. Full article

Farmers are increasingly faced with challenges such as climate change, population growth, and the need for sustainable food production, while simultaneously having to address the environmental impacts of conventional agriculture. Agroecology has emerged as a holistic and sustainable approach to agriculture, integrating environmental, social, and economic principles. This study investigates the role of digital tools, including decision support systems (DSSs), in supporting agroecological transitions. Through a literature review and analysis of case studies, this paper examines the benefits and challenges associated with the adoption of digital tools in agroecology, highlighting their potential to promote sustainable practices such as soil and water management, pest control, and efficient resource use. The findings indicate that while digital solutions offer significant potential to enhance productivity and improve environmental outcomes, their adoption remains limited due to barriers such as low digital literacy, lack of infrastructure, and concerns about effectiveness in real-world farming conditions. Despite these challenges, digital solutions offer significant potential to enhance productivity, improve environmental outcomes, and support farmers’ decision-making. To comprehensively understand their benefits, a holistic approach is necessary, combining digital tools with hands-on training, policy support, and ongoing research. This paper highlights the role of digital tools in agroecology, explores their benefits and challenges, and discusses the need for continued research to assess their long-term potential in terms of the agroecological transition. Full article

This research aimed to investigate the knowledge levels and teaching practices of Saudi science teachers regarding climate change, focusing on exploring the correlation between these aspects. The cross-sectional descriptive survey included teachers at middle and high school levels in public schools. The questionnaire study comprised three sections: collecting demographic data, assessing teachers’ understanding of climate change through factual inquiries, and evaluating teaching practices related to climate change. The findings reveal a promising degree of awareness among teachers, with a majority correctly identifying crucial elements of climate change while also exposing misconceptions and knowledge gaps. While a notable portion of teachers reported teaching climate change-related aspects, some indicated minimal involvement in extracurricular activities linked to climate change. The correlation analysis between science teachers’ climate change knowledge and practices indicates a weak connection between the two variables, suggesting that teachers’ knowledge might not substantially impact their actual teaching practices regarding climate change concepts. Limitations included reliance on self-reported data and a sample size that could impact result generalizability. Future research recommendations include combining quantitative data with qualitative methods, comparing knowledge and practices across regions or demographics, and conducting longitudinal studies. This study’s implications stress the importance of targeted professional development, advocating for climate change education integration into formal curricula, and policy adjustments mandating climate change education. Full article

Climate change presents an urgent global challenge, manifesting in rising temperatures and extreme weather events with severe societal impacts. The Eastern Mediterranean, warming faster than the global average, faces immediate repercussions. Climate literacy emerges as pivotal, empowering individuals to comprehend climate science and act accordingly. This study delves into climate literacy, attitudes, and ‘greening’ behaviours in the Eastern Mediterranean hotspot of Greece, based on a survey of 1962 citizens. Findings indicate high climate literacy but lower adoption of ‘greening’ behaviours, especially those involving financial costs. Regression analyses highlight the significant role of climate literacy, concerns about personal impacts, coping appraisal, and trust in institutions in promoting ‘greening’ behaviours. This study underscores the need for multifaceted strategies emphasising financial motivation, trust-building, and societal norm shifts. Socio-demographic disparities, including gender and occupation, highlight areas for targeted interventions. The emphasis on the mental health impacts of climate-related events underscores the need for comprehensive disaster management that addresses not only physical damage but also psychological and social dimensions. Policy implications are discussed, highlighting the potential of expanded climate literacy to catalyse collective action toward sustainability. Full article