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University Research Associate II, Plant Biology Division, Institute of Biological Sciences, University of the
Philippines Los Baos, College, Laguna, Philippines
Assistant Professor, Plant Biology Division, Institute of Biological Sciences, University of the Philippines
Los Baos, College, Laguna, Philippines
ABSTRACT
Climate change is a complex problem because along with it are various consequences such as rise in sea level
and extreme weather disturbances resulting to drought, flood, and stronger typhoons. This in effect, threatens food
security. According to the study of World Bank (2009), the Philippines ranks first in the list of countries that are in
danger of frequent and more intense storms. To cope with these challenges, the commitment and support from younger
generations is needed to ensure a more sustainable future. However, most of these young people are not aware that
To address the knowledge gap on climate change resilience and mitigation, college students from different
degree programs, socio-economic status, and age groups were selected as respondents. The objective of this study is to
explore on students attitude toward climate change resilience and mitigation. A survey instrument was developed and
administered to the students. This tool included inventory of practices on water and soil conservation, and low-carbon
behavior activities. Based on the ordinal scale devised from statistical data, majority of the students showed fair
awareness on resilience practices related to health, high awareness for soil and biodiversity conservation while low
Original Article
awareness on water conservation practices. Majority of the students showed low level of disaster-preparedness. The study
also revealed that students exhibit fair engagement in mitigation practices.
Based on these findings, it is strongly recommended that educational systems integrate climate change in the
frameworks of both natural and social science curricula. A multi-disciplinary based and holistic program for climate
change is essential to allow students to comprehend issues intensively, and increase their engagement in climate change
resilience and mitigation.
KEYWORDS: Climate Change, Mitigation, Resilience
Received: Dec 15, 2015; Accepted: Feb 22, 2016; Published: Feb 29, 2016; Paper Id.: IJESRAPR20162
INTRODUCTION
Climate change is the greatest challenge that confronts humanity. This phenomenon haunts people from
various walks of life and across generations. With impacts ranging from extreme weather events and periodic
inundation and droughts, to property damage and food scarcity, it has been an alarming reality the entire world
faces. Physical, biological, and, chemical processes on Earth can be affected by climate change causing an effect
on natural resources, on biodiversity, ecosystem services and on plants in general that can alter biophysical
relationship, shrinking of habitat, desertification and shift in the natural world [2].
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METHODOLOGY
The study employed a cross-sectional survey design, the key feature of which is the intent to capture current
views, beliefs, practices and attitudes toward an issue. This method further allowed survey instruments to be administered
and collected over a relatively short period of time.
Study Site
The study was conducted at the University of the Philippines Los Baos (UPLB), Laguna, Philippines. The
University consists of nine colleges and offers 29 undergraduate courses. Located some 46 Km southeast of Manila, UPLB
is the national university of the country, being one of the 12 campuses of the University of the Philippines System.
Questionnaire and Discussion Guide
Climate Change Key Concepts and Principles Inventory (CCKCPI) was developed and peer reviewed. It included
an exploration on the students knowledge about climate change, key concepts, indicators, resilience and mitigation. The
same instrument was also used to gather demographic information about the respondents. A Discussion guide consisting of
open-ended questions was also prepared and used to draw insights from selected students among the respondents for
deeper discussion and elucidation.
Table 1: List of Different Colleges in the University of the Philippines Los Baos
College
1
2
3
4
5
Number of Courses
Covered
3
7
1
2
4
1
1
1
0
Based on the self-assessment part of the survey (Table 2), all respondents had knowledge on what climate change
is and their most common sources of information include internet sources (rank 1) followed by media, lectures or courses,
and journals/newspapers (rank 4). Majority (65 %) of the respondents had ideas on global climate change indicators while
35.0% lacked knowledge. For local climate change, 47% were aware while 53% were unaware. Students showed low
awareness on resilience and mitigation and the corresponding indicators related to both.
Table 2: Self-Assessment of Students on Climate Change
Criteria
Knowledge on Climate Change
Indicators of Climate Change
Global
Local
Occurrence of Climate Change
Knowledge about Resilience
Knowledge about Mitigation
Percentage
100
65.0
47.0
24.7
22.3
31.5
According to Agrafioti [1], climate change is a long-term change in the statistical distribution of weather patterns
over periods of time that range from decades to millions of years. This may lead to change in the average weather
conditions or a change in the distribution of weather events with respect to an average such as greater or lesser extreme
weather events.
Based on the result of the study, common misconceptions on climate change were: Climate change is global
warming and it is mainly anthropogenic in nature, Carbon dioxide is the most potent greenhouse gas, and that individual
lifestyle has little bearing on global climate change scale. Due to increasing population growth, the demand for more
resources also increases. These leads to more anthropogenic activities that contribute to global climate change. According
to The Energy Resources Institute [10], large amount of greenhouse gases and other pollutants is being contributed by the
use of electricity and vehicles that utilizes fossil fuels (mostly coal). According to the said institute also, the energy sector
is responsible for about of the carbon dioxide emissions, 1/5 of the methane emissions and a large quantity of nitrous
oxide.
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conservation and low awareness related to water conservation practices. In applying resilience practices, the country will
have the capacity to diminish impacts and respond to climate change.
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When it comes to proper waste disposal, students exhibited fair engagement (66.50%) that includes practices like
segregating wastes, recycling, and bringing own bag for shopping. The four categories (food choices, transportation,
electricity and waste disposal) under mitigation practices are inter-connected and affects over-all air quality.
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II.
III.
IV.
Pollution:
CFCs (Chlorofluorocarbons)
GHGs ( Greenhouse gases)
2.
V.
VI.
VII.
VIII.
Others
Climate Change Mitigation
A. Definition of Mitigation
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B. Mitigation Practices
IX.
X.
The main objective of the framework is to provide necessary requisites to improve knowledge gains and correct
misconceptions to levels of learning and thinking skills that will promote effective translation of knowledge into
meaningful decision making, behavior and practices. The curricular framework should integrate subjects such as Science
and Technology, Social Studies, Language, Health, and Business /Finance/Economics. The curriculum is expected to
develop skills such as collaboration, thinking, graphing, inquiry, problem solving, critical thinking, and language skills. A
suggested general curricular framework format for each topic in the course outline is presented below:
Suggested Curricular Framework Format for Each Topic in the Course Outline
CONCLUSIONS
College students lack sufficient understanding on relevant key concepts and principles on climate change. Most of
them cannot recognize indicators of climate change due to some misconceptions. Essentially, participation to resilience and
mitigation practices requires a lifestyle change that must emanate from a sound perspective.
REFERENCES
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